Critical Thinking Disposition

It is generally accepted by the educators that PBL is an active and immersive process in which the students must take significant responsibility for their learning.

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A parametric bivariate correlation analysis was performed between the students’ CT scores and their PBL average scores.

The PBL scores were compared between the strong and weak CT disposition groups using independent t-test.

A statement presented by Scriven and Paul in 1987 said, “Critical thinking is the ability to apply higher-order cognitive skills (conceptualization, analysis, evaluation) and the disposition to be deliberate about thinking (being open-minded or intellectually honest) that lead to action that is logical and appropriate” [21].

The consensus regarding critical thinking characterizes it as a self-adjusting process of judging what to believe and what to do in a given context [22].

Overall, PBL aims to foster the ability of interdisciplinary knowledge application, self-directed learning, critical thinking, communication and collaborative skills, teamwork, information searching and management, and professional values.

Thus, PBL has become a modern-day educational strategy, particularly in medical education [6, 9, 10].

Problem-based learning (PBL), a pedagogical approach, is widely accepted in medical education.

Manipulated by many factors, the internal motivation of learner is the most crucial determinant that affects the nature of the outcome, in which the influences of critical thinking (CT) remained elusive.

CT disposition positively correlates to a students’ PBL performance.

Students with stronger CT dispositions perform better in the PBL process and obtain higher scores.


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