Effects of Team-based Learning using Concept Mapping on Critical Thinking Disposition and Metacognition of Nursing Students
10.5977/jkasne.2019.25.3.277
- Author:
Yeo Won JEONG
1
;
Hae Young MIN
Author Information
1. Assistant Professor, Department of Nursing, College of Medicine, Dongguk University, Korea.
- Publication Type:Original Article
- Keywords:
Critical thinking;
Learning;
Metacognition;
Nursing students
- MeSH:
Humans;
Learning;
Metacognition;
Methods;
Nursing;
Students, Nursing;
Thinking
- From:Journal of Korean Academic Society of Nursing Education
2019;25(3):277-288
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: This study aimed to examine the effects of team-based learning using concept mapping on critical thinking disposition and metacognition on college of nursing students. METHODS: A non-equivalent control group pretest-posttest design was used. The experimental group was provided team-based learning using concept mapping. The control group was provided team-based learning. A total of 77 nursing students participated. RESULTS: The experimental group increased significantly in critical thinking, however, there were no significant differences in critical thinking or metacognition between the two groups. The four essential themes extracted were as follows: (1) Expanding the scope of thinking; (2) Strengthening learning competency; (3) Enhancing communication skill; and (4) Burden of new learning method. CONCLUSION: The findings indicate that team-based learning using concept maps may be an effective teaching-learning method for nursing students.
