Saeed Tanveer, Khan Shehla, Ahmed Azra, Gul Raisa, Cassum Shanaz, Parpio Yasmin
School of Nursing, Aga Khan University, Karachi, Pakistan.
J Pak Med Assoc. 2012 Mar;62(3):200-3.
To enhance the Critical Thinking skills of educators associated with the nursing baccalaureate programmes in Pakistan. By focusing on the type and level of questions asked by the educators.
Ninety-one faculty members from 14 out of 17 schools participated in the study. Data on the faculty's questioning skills was obtained through classroom observations and field notes. The duration of the observations was 45-60 minutes. Using Bloom's Taxonomy for cognitive thinking, questions were categorised into high and low categories.
Most of the questions (68.9 %) asked by the participants were of lower levels, while some (5.37 %) were ambiguous. In many instances, the participants did not allow a sufficient wait-time for students to think and respond.
The findings suggest that educators must learn to use the questioning strategy effectively. They should ask higher level questions if they wish to inculcate Critical Thinking in students.
通过关注教育工作者所提问题的类型和水平，提高巴基斯坦护理学士学位项目相关教育工作者的批判性思维能力。
来自17所学校中14所学校的91名教职员工参与了该研究。通过课堂观察和现场记录获取有关教职员工提问技巧的数据。观察时长为45 - 60分钟。运用布鲁姆认知思维分类法，将问题分为高、低两类。
参与者提出的大多数问题（68.9%）属于较低水平，而有些问题（5.37%）含糊不清。在许多情况下，参与者没有给学生留出足够的思考和回答时间。
研究结果表明，教育工作者必须学会有效运用提问策略。如果他们希望向学生灌输批判性思维，就应该提出更高层次的问题。
