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Critical thinking: Discovery of a mi...

Rohrer, Sandie.

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Critical thinking: Discovery of a misconception.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Critical thinking: Discovery of a misconception./
Author:	Rohrer, Sandie.
Description:	93 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3617708
ISBN:	9781303853968

Critical thinking: Discovery of a misconception.
Rohrer, Sandie.

Critical thinking: Discovery of a misconception. - 93 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ph.D.)--Capella University, 2014.

Critical thinking skills in the healthcare field are imperative when making quick-thinking decisions. This descriptive comparative study investigated to what extent completing a critical thinking course improved college students' critical thinking skills. The study further investigated whether the instructors' critical thinking skills were important to students' learning in the course. Four instructors and the 60 students enrolled in critical thinking classes completed the Critical Thinking Basic Concept Test (OCTBCT) prior to the beginning of the course to determine pre-course critical thinking skills levels. The students completed the test at the end of the course to determine whether their critical thinking skills had improved. The students' gain scores were correlated to the instructors' pre-course test scores to determine whether a relationship existed between the instructors' critical thinking skills on five dimensions of critical thinking and the students' critical thinking gain scores on the five dimensions. Data revealed students' scores improved but not significantly on four of the dimensions of critical thinking and decreased on one dimension. Correlation data revealed a non-significant relationship between instructors' pre-course test scores although students' post-course scores were higher in the classes taught by instructors with higher OCTBCT scores. Implications for practice and recommendations for further research were made.

ISBN: 9781303853968Subjects--Topical Terms:

1035576
Education, Leadership.

Critical thinking: Discovery of a misconception.
LDR:02328nam a2200289 4500 001 1967327
005 20141112080257.5
008 150210s2014 ||||||||||||||||| ||eng d
020 $a 9781303853968
035 $a (MiAaPQ)AAI3617708
035 $a AAI3617708
040 $a MiAaPQ $c MiAaPQ
100 1 $a Rohrer, Sandie. $3 2104298
245 1 0 $a Critical thinking: Discovery of a misconception.
300 $a 93 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
500 $a Adviser: Jerry Halverson.
502 $a Thesis (Ph.D.)--Capella University, 2014.
520 $a Critical thinking skills in the healthcare field are imperative when making quick-thinking decisions. This descriptive comparative study investigated to what extent completing a critical thinking course improved college students' critical thinking skills. The study further investigated whether the instructors' critical thinking skills were important to students' learning in the course. Four instructors and the 60 students enrolled in critical thinking classes completed the Critical Thinking Basic Concept Test (OCTBCT) prior to the beginning of the course to determine pre-course critical thinking skills levels. The students completed the test at the end of the course to determine whether their critical thinking skills had improved. The students' gain scores were correlated to the instructors' pre-course test scores to determine whether a relationship existed between the instructors' critical thinking skills on five dimensions of critical thinking and the students' critical thinking gain scores on the five dimensions. Data revealed students' scores improved but not significantly on four of the dimensions of critical thinking and decreased on one dimension. Correlation data revealed a non-significant relationship between instructors' pre-course test scores although students' post-course scores were higher in the classes taught by instructors with higher OCTBCT scores. Implications for practice and recommendations for further research were made.
590 $a School code: 1351.
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Higher. $3 543175
650 4 $a Health Sciences, Nursing. $3 1017798
690 $a 0449
690 $a 0745
690 $a 0569
710 2 $a Capella University. $b School of Education. $3 1018430
773 0 $t Dissertation Abstracts International $g 75-08A(E).
790 $a 1351
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3617708