Effect of Scaffolding Learning Strategy on Development Analytical Thinking Skills and Scientific Sense among Baccalaureate Nursing Students | ||||
| Egyptian Journal of Health Care | ||||
| Volume 15, Issue 4, December 2024, Page 776-787 PDF (507.34 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/ejhc.2024.392973 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| Seham Mohamed Abd Elhamed1; Hanaa Mohamed Ahmed2 | ||||
| 1Lecturer of Nursing Administration, Faculty of Nursing, Assiut University, Egypt. | ||||
| 2Assistant professor of Nursing Administration, Faculty of Nursing, Assiut University, Egypt. | ||||
| Abstract | ||||
| Back ground: Scaffolding is a teaching strategy that instructors use to demonstrate to students how to solve problems while providing assistance as needed. Aim of the study: Explore the effect of scaffolding learning strategy on development analytical thinking skills and scientific sense. Study design: A quasi- experimental design. Setting of the study: was conducted at the classrooms in Faculty of Nursing at Assiut University. Subject: 4th year undergraduate baccalaureate nursing students. Sample size: convenient sample (60) was used. Data collection: I-socio-demographic data for the studied subject, II- scaffolding learning strategy scale, III-Analytical thinking test & IV- scientific sense (cognitive aspect) scale. Results: There was a high main score in all skills of scaffolding learning of the studied nursing students after applying this strategy than pre applying it; also, there were improvement in analytical thinking skills and scientific sense. Conclusion: There are positive correlation with statistically significance difference among scaffolding learning strategy and analytical thinking skills and scientific sense among baccalaureate nursing students. Recommendations: pay attention to the ideas of scaffolding learning strategy. | ||||
| Keywords | ||||
| Analytical Thinking Skills; Baccalaureate Nursing Students; Scaffolding Learning Strategy & Scientific Sense | ||||
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