ARTICLE INFO

Article Type

Descriptive & Survey Study

Authors

Salehi   L. (1 )
Keykavousi Arani   L. (2 )
Safarnavadeh   M. (* )






(* ) Deputy of Education, Ministry of Health and Medical Education, Tehran, Iran
(1 ) Health Education & Promotion Department, Health Faculty, Alborz University of Medical Sciences, Karaj, Iran
(2 ) Public Health Department, Health Faculty, Alborz University of Medical Sciences, Karaj, Iran

Correspondence

Article History

Received:  July  22, 2014
Accepted:  January 12, 2015
ePublished:  March 15, 2015

BRIEF TEXT


… [1-15] Problem-based learning as a strategy for improving critical thinking leads to the ability of analyzing and solving complex problems [16]. … [17] This method has been known as learning-based and self-controlling approach [18, 19]. "Question and Answer" method is referred to as an approach to guide leaners to make creative questions and to improve critical thinking skills [20]. Critical thinking can increase through training and education [11]. … [21-29]

The students` ability to think critically is improved through training [7, 8]. Less study [30] has studied and compared the effect of different teaching methods on the critical thinking.

The aim of this study was to compare between "Problem-Based" and "Question-Answer" learning methods on critical thinking attitude of students.

This is a quasi-experimental study.

Senior students of environmental health faculty of Alborz University of Medical Sciences were studied in the first semester of 2012-2013.

27 subjects were enrolled in the study through census method. The participants, who had consent for participation in the study, were considered as the subjects. Sample size was estimated 24 subjects.

Data was gathered using quantitative measurement and observation. At first, the course of “Family Planning Policy” was taught in accordance with the syllabus. Then, students were randomly divided into two groups of “Problem-Based” (14 subjects) and “Question and Answer” (13 subjects). The first group of student was given scenarios in accordance with teaching sessions including: (1) Reading the scenario and clarifying the vague points; (2) Explaining the subject by the related instructor; (3) Brainstorming on the issue; (4) Listing facts and hypothesizing according to the content of scenario; (5) Answering the questions and specifying the learning objectives; (6) Reaching within-group agreement on learning objectives and ensuring the instructor about the achievement of complete, comprehensive and appropriate objectives; (7) Collecting data by the students using the resources individually or in group; (8) Presenting the topics on the basis of hypotheses, objectives, questions and group discussion; and (9) Summarizing and evaluating the presented materials. For students in the second group, four 120-minute question and answer sessions were held. Question and answer sessions were held with regard to the guidance provided by Elder & Paul with an emphasis on clarity, accuracy, precision, communication, relevance, depth, breadth, logic, significance and fairness [31]. … [32] At the end of the study, both groups were evaluated in terms of critical thinking skills. To assess tendency to critical thinking, California Critical Thinking Disposition Inventory (CCTDI) was used [33]. In this questionnaire, the subsections and parameters were information-seeking with 12 questions, tolerance and criticism-acceptance with 12 questions, analytic power with 11 questions, information categorization with 11 questions, self-confidence with 9 questions, truth-seeking with 10 questions and maturity with 10 questions. The instruction is based on a 6-point Likert scale from “totally agree” (6 scores) to “totally disagree” (1 score). Validity and reliability of a Persian version of this questionnaire has been confirmed in Iran [34]. To analyze the data, descriptive statistics such as Mean, Standard Deviation and Frequency Distribution Tables as well as Inferential Statistics including Independent-T test, and Paired-T test were used to compare and find the correlation between two variables in SPSS 17 software. In addition, Kolmogrov-Smirnov test results showed that the distribution of scores for disposition to critical thinking in two groups and their parameters follow normal distribution in both groups. … [35]

The mean age of students in the study was 21.19 ± 1.94 years (minimum 19 and maximum 27 years). There was no significant difference between two groups in the demographic characteristics (Table 1). Before the intervention, the mean score of disposition to critical thinking among students (from minimum 253 to maximum 305) was 276.29 ± 14.07. Students acquired the minimum score in criticism-acceptance with the mean score 32.19 ± 4.03 which indicated their intolerance or sensitivity in facing with opposing views. The second lowest score was related to truth-seeking with the mean score 35.70 ± 5.72 which indicated the desire to find the truth and being courageous in making questions. The highest score belonged to the information-seeking with the mean score 46.55 ± 3.61 which indicated the person`s willingness to learn. The second highest score was related to the parameter of maturity with the mean score 42.77 ± 2.67 which indicated reflective judgments based on evidences and standards. Similarly, the mean score for analytic power was 42.51 ± 1.45, it was 40.66 ± 5.87 for information organization; and it was 36.88 ± 3.92 for self-confidence. Paired-T test showed no significant difference between two groups in terms of the parameters of critical thinking disposition before the intervention. However, Independent-T test showed a significant difference in the parameters of criticism-acceptance, information-seeking, self-confidence, and maturity between the groups. Generally, both methods improved the parameters of critical thinking disposition (table 2).

The students received the lowest score in the criticism-acceptance parameter. Both “Problem-based” and “Question-Answer” methods could significantly improve that. The efficacy of “Question-Answer” method to improve critical thinking has been shown [36]. The efficacy of this method as a general approach in facilitating critical thinking has been emphasized [37], although in this method the focus is on accurate questions in stimulating critical thinking in learns. … [38] The sustainable process of transferring opinions between the individuals and others is one of the important factors that leads to autonomy, and improves students’ capacity to listen to the opposing views, accepting and acting on [39]. In truth-seeking, students faced with precarious and ambiguous situation. The status of 7926 students in the United States in truth-seeking is ambiguous and hesitant [40]. The results, also, have been expressed in Hong Kong [41]. Both methods based on “Question-answer” and “Problem-based” could improve this situation in the learners, but statistically the “Question-Answer” method could make a significant difference in the scores before and after the intervention in critical thinking disposition. Regular “Question-Answer” method improves truth-seeking in the learners [26], which is in line with the results of this study. Before the intervention, students had the highest score in the dimension of information-seeking. Students have positive tendency for learning [42], which is in accordance with the results of this study. The positive effect of “Problem-based” method on 6 out of 7 dimensions of critical thinking, except self-confidence, has been shown [43]. In this study, 6 out of 7 parameters, except truth-seeking were affected by the “Problem-based” method. … [44]

These methods should be gradually applied and instructors should become familiar with these skills through workshops.

Small sample size, change in the syllabus and the use of single sex were the limitation of this study. Generalizability of the results requires more research in this area.

The use of complementary educational methods such as “Problem-based” and “Answer-Question” methods besides traditional methods can improve the status of critical thinking in the students.

The Research Department of Tehran University of Medical Sciences and Health Services and the participating students are appreciated.

Non-declared

Ethical issues for the study were observed by the researchers.

This study was sponsored by the Research Deputy of Alborz University of Medical Science and Health Services.

TABLES and CHARTS

Show attach file


CITIATION LINKS

[1]Yang YTC, Newby TJ, Bill RL. Using socratic questioning to promote critical thinking skill through asynchronous discussion forum in distance learning environments. Am J Distance Educ. 2005;19(3):163-81.
[2]Maleki H, Habibipour M. Developing critical thinking, the main goal of education. Q J Educ Innov. 2007; 6(19):93-108. [Persian]
[3]Staib S. Teaching and measuring thinking. J Nurs Educ. 2003;42(11):498-508.
[4]Bartol GM. Critical thinking. In: Kearney-Nunnery R, editor. Advancing your career: Concepts of professional nursing. 4th ed. Philadelphia: PA: F.A. Davis; 2008. pp. 56-169.
[5]Phan HP. Critical thinking as a self-regulatory process component in teaching and learning. Psicothema. 2010;22(2):284-92.
[6]Profetoo-McGrath J. The relationship of critical thinking skills and critical thinking dispositions of baccalaureate nursing studnt. J Adv Nurs. 2003;43(6):569-77.
[7]Dam G, Volman M. critical thinking as a citizenship competence: teaching strategies. Learn Instruction. 2004;14:359-79.
[8]Sezer R. Integration of critical thinking skills into elementary school teacher education courses in mathematics. Educ. 2008;128(3):349-62.
[9]Norris SP. Synthesis of research on critical thinking. Educ Leadership. 1985;42(4):40-45.
[10]Bahmani F, Yousefy AR, Nematbakhsh M, Changiz T, Mardani M. Critical thinking skills of basic sciences’ students of medical university in facing scientific texts. Iranian J Med Educ. 2005;5(2):41-6.
[11]Ristow RS. The teaching of thinking skills: Does it improve creativity. GCT. 1998;11(2):44-6.
[12]Ozturk C, Muslu GK, Dicle A. A comparison of problem-based and traditional education on nursing students' critical thinking dispositions. Nurse Educ Today. 2008;28(5):627-32.
[13]Zhou Q, Huang Q, Tian H. Developing student’s critical thinking by task-based learning in chemistry experiment teaching. Creative Educ. 2013;4(12A):40-5.
[14]Iwaoka WT, Li Y, Rhee WY. Measuring gains in critical thinking in food science and human nutrition courses: the cornell critical thinking test, problem-based learning activities and student journal entries. J Food Sci Educ. 2010;9(3):68-75.
[15]Polanco R, Calderon P, Delgado F. Effect of problem based learning program on engineering student’s academic achievements, skills development and attitudes in a Mexican University. Innovations Educ Teaching Int. 2004;41(2):145-55.
[16]Chao H. The effects of PBL (Problem-Based Learning) on the meta cognition, critical thinking, and problem solving process of nursing students. Taehan Kanho Hakhoe Chi. 2004;34(5):712-21.
[17]Oja KJ. Using problem-based learning in the clinical setting to improve nursing students’ critical thinking: an evidence review. J Nurs Educ. 2011;50(3):145-51.
[18]Kek MYCA, Huijser H. The power of problem-based learning in developing critical thinking skills: Preparing students for tomorrow's digital futures in today’s classrooms. Higher Educ Res Dev. 2011;30(3):329-41.
[19]Kilroy DA. Problem based learning, Emerg Med J. 2004;21:411-13.
[20]Maiorana VP. The road from rote to critical thinking. Community Rev. 1990-91;11(1-2):53-63.
[21]Anderson G, Pire J. Conversations in Socrates Café : Scaffolding critical thinking via socratic questioning and dialogues. New Horizons learn. 2014;11(1):1-9.
[22]Barrow LH. A brief history of inquiry: From Dewey to standards. J Sci Teach Educ. 2006;17:265-78.
[23]Khanifar H. Looking again at methods and techniques’ of teaching. Tehran: Islamic Propaganda; 2002. [Persian]
[24]Shaebani H. Questining methods, educational and cultural skills (Methods and Techiques of Teaching). 5th ed. Tehran: Samt Publishig; 1992. [Persian]
[25]Karbalaei AR. Critical thinking and academic achievement. Medellin Colombia. 2012;17(2):121-28.
[26]Neville A. Problem-based learning and medical education forty years on – a review of its effects on knowledge and clinical performance. Med Princ Pract. 2009;18(1):1-9.
[27]Tiwari A, Lai P, So M, Yuen K. A comparison of the effects of problem-based learning and lecturing on the development of students' critical thinking. Med Educ. 2006;40(6):547-54.
[28]Snyder LG, Snyder MJ. Teaching critical thinking and problem solving skills. Delta Pi Epsilon J. 2008;L(2):90-9.
[29]Astleitner H. Analysis of motivational orientation and learning strategies of high school business students. J Instruct Psychol. 2002;29(2):53-77.
[30]Worrell JA, Profetto-McGrath J. Critical thinking as an outcome of context-based learning among post RN students: A literature review. Nurse Educ Today. 2007;27(5):420-26.
[31]Elder L, Paul R. The thinker's guide to analytic thinking. Dillon Beach, CA: Foundation for Critical Thinking; 2007.
[32]Khalili H, Babamohammadi H, Hajiaghajani S. The effects of two educational methods, classic and critical thinking strategies (CTS), on the stable learning of nursing students. J Semnan Uni Med Sci. 2004;5(2):53-62. [Persian]
[33]Facione PA, Facione NC, Giancarlo CA. The disposition toward critical thinking: Its character, measurement, and relationship to critical thinking skill. Informal Logic. 2000;20(1):61-84.
[34]Bahmanpour K. The effect of problem-solving teaching strategies on critical thinking skills, critical thinking dispositions, attitude and behavior of nursing students in Tehran Medical Science University [dissertation]. Faculty of Nursing & Midwifery: Tehran University of Medical Sciences; 2003. [Persian]
[35]Şendağ S, Ferhan Odabaşı H. Effects of an online problem based learning course on content knowledge acquisition and critical thinking skills. Comput Educ. 2009;53(1):132-42.
[36]Hajihosseinyi M. The effect of dialogic teaching on critical thinking disposition. Procedia-Soc Behav Sci. 2012;69(24):1358-68.
[37]Knezic D, Wubbels T, Elbers E, Hajer M. The socratic dialogue and teacher education. Teaching Teach Educ. 2010;26(4):1104-11.
[38]Haynes T, Bailey G. Are you and your basic business students asking the right questions?. Bus Educ Forum. 2003;57(3):33-7.
[39]Stemberg RJ, Spear-Swerling L. Teaching for thinking washington (psychology in the classroom). 1st edition. DC: Amer Psychological Assn. 1996.
[40]Facione P. Critical thinking: What it is and why it counts (Insight assessment and the California Academic Press). Millbra, CA: California Academic Press; 1992.
[41]Tiwari A, Chan S, Sulliva PL, Dixon AS, Tang C [Internet]. Enhancing student’s critical thinking through problem-based learning [Cited; July 9, 2014]. Centre for the enhancement of learning and teaching Hong Kong Institute of education.
[42]Facione NC, Facione PA. Critical thinking assessment in nursing education programs: An aggregate data analysis. 1st edition. Millbrae, CA: The California Academic Press; 1997.
[43]Yuan H, Kunaviktikul W, Klunklin A, Williams BA. Improvement of nursing students’ critical thinking skills through problem-based learning in the People’s Republic of China: A quasi-experimental study. Nurs Health Sci. 2008;10(1):70-6.
[44]Iurea C, Neacsu I, Safta CG, Suditu M. The study of the relation between the teaching methods and learning styles - the impact upon the Student’s Academic Conduct. Procedia-Soc Behav Sci. 2011;11:256-60.