Concept Maps: A Strategy to Teach and Evaluate Critical Thinking

Authors

Barbara J. Daley, University of Wisconsin-Milwaukee
Christine Shaw, Marquette UniversityFollow
Toni Balistrieri, Marquette University
Kate Glasenapp, Marquette University
Linda Piacentine, Marquette UniversityFollow

Document Type

Article

Language

eng

Publication Date

1-1999

Publisher

Slack Incorporated

Source Publication

Journal of Nursing Education

Source ISSN

0148-4834

Original Item ID

DOI: 10.3928/0148-4834-19990101-12

Abstract

The purpose of this article is to describe a study that implemented concept maps as a methodology to teach and evaluate critical thinking. Students in six senior clinical groups were taught to use concept maps. Students created three concept maps over the course of the semester. Data analysis demonstrated a group mean score of 40.38 on the first concept map and 135.55 on the final concept map, for a difference of 98.16. The paired t value comparing the first concept map to the final concept map was -5.69. The data indicated a statistically significant difference between the first and final maps. This difference is indicative of the students' increase in conceptual and critical thinking.

Comments

Journal of Nursing Education. Vol. 38, No. 1 (January 1999): 42-47. DOI © 2013 Slack Journals. Used with permission.

Recommended Citation

Daley, Barbara J.; Shaw, Christine; Balistrieri, Toni; Glasenapp, Kate; and Piacentine, Linda, "Concept Maps: A Strategy to Teach and Evaluate Critical Thinking" (1999). College of Nursing Faculty Research and Publications. 461.
https://epublications.marquette.edu/nursing_fac/461