Learning outcomes with visual thinking strategies in nursing education

Moorman, Margaret; Hensel, Desirée; Decker, Kim; Busby, Katie Ruth

doi:10.1016/j.nedt.2016.08.020

Cited by 31 publications

(23 citation statements)

References 4 publications

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“…It should also be noted that we took a broad approach to measuring critical thinking by using a technique, VTS, that involves the presence and use of evidence in our guests' aesthetic thinking. Prior research has shown VTS to be a sensitive measure of critical thinking in both museums and science education settings (Adams, Foutz, Luke, & Stein, 2006;DeSantis & Housen, 2007;Kisida, Bowen, & Greene, 2016;Curtin & McConnell, 2017;Moorman, Hensel, Decker & Busby, 2017). However, critical thinking is a broad construct (Liu, Frankel, & Roohr, 2014) and there are likely other components of critical thinking that may be impacted by experiential awe that could be explored using next generation critical thinking assessments (Liu, Mao, Frankel, & Xu, 2016).…”

Section: Limitationsmentioning

confidence: 99%

Awe and Epistemology in a Science Museum

Price¹,

Quinn²,

Greenslit³

et al. 2019

Preprint

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Museums are located at the intersection of awe and learning: When guests arrive, they are expecting to be amazed, inspired, and educated. This is particularly true in science museums, and researchers have pointed to awe as an epistemic emotion that can promote science learning. We present two studies of awe in a science museum. The first study (n = 293) examined how aweconceptualized as a multifaceted construct associated with positive feelings of liberation/connection, negative feelings of oppression/isolation, chills, and diminished-self perceptions-differed across museum locations and in relation to prior knowledge. The second study (n = 708) expanded the investigation to also examine the relationship between awe and critical thinking. Across both studies, we found that, relative to baseline spaces, vast, beautiful spaces elicited positive awe-related emotions (amazement, curiosity) and stronger awe correlates (chills, diminished-self perceptions); vast, threatening spaces also elicited stronger amazement, chills, and diminished-self perceptions-but also stronger oppression/isolation. In both studies, pre-visit knowledge was associated with awe experiences during the visit. In Study 2, we also found evidence for relationships between awe and skepticism and aesthetic thought, two aspects of critical thinking: Positive aspects of awe (liberation/connection, curiosity) were associated with more skepticism, and negative aspects of awe (oppression/isolation, disorientation) with less skepticism. In terms of aesthetic thinking, diminished-self perceptions were associated being able describe observed roles and actions, and chills were associated with being able to describe personal opinions. These results support the assertion that awe can be used to encourage engagement and learning in informal science settings.

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Section: Limitationsmentioning

confidence: 99%

Awe and Epistemology in a Science Museum

Price¹,

Quinn²,

Greenslit³

et al. 2019

Preprint

View full text Add to dashboard Cite

show abstract

Section: Limitationsmentioning

confidence: 99%

Awe and Epistemology in a Science Museum

Price¹,

Ka²,

Greenslit³

et al. 2019

Preprint

View full text Add to dashboard Cite

Museums are located at the intersection of awe and learning: When guests arrive, they are expecting to be amazed, inspired, and educated. This is particularly true in science museums, and researchers have pointed to awe as an epistemic emotion that can promote science learning. We present two studies of awe in a science museum. The first study (n = 293) examined how awe—conceptualized as a multifaceted construct associated with positive feelings of liberation/connection, negative feelings of oppression/isolation, chills, and diminished-self perceptions—differed across museum locations and in relation to prior knowledge. The second study (n = 708) expanded the investigation to also examine the relationship between awe and critical thinking. Across both studies, we found that, relative to baseline spaces, vast, beautiful spaces elicited positive awe-related emotions (amazement, curiosity) and stronger awe correlates (chills, diminished-self perceptions); vast, threatening spaces also elicited stronger amazement, chills, and diminished-self perceptions—but also stronger oppression/isolation. In both studies, pre-visit knowledge was associated with awe experiences during the visit. In Study 2, we also found evidence for relationships between awe and skepticism and aesthetic thought, two aspects of critical thinking: Positive aspects of awe (liberation/connection, curiosity) were associated with more skepticism, and negative aspects of awe (oppression/isolation, disorientation) with less skepticism. In terms of aesthetic thinking, diminished-self perceptions were associated being able describe observed roles and actions, and chills were associated with being able to describe personal opinions. These results support the assertion that awe can be used to encourage engagement and learning in informal science settings.

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“…30 This prompted VTS developers Abigail Housen and Philip Yenawine to conduct a longitudinal controlled trial of VTS' effect on critical thinking and its transfer among early learners; results suggested that VTS improves critical thinking skills that transfer to different subject domains 30 VTS has been used and studied with a variety of health professions learners, including undergraduate and graduate medical trainees, as well as nursing learners. 31,32 Most of the published studies on VTS in health professions learners are single-site descriptions of cross-sectional outcomes based on learner self-reports and lack a comparison group, limiting the conclusions that can be drawn from the evidence. 9,13,15,33…”

Section: Visual Thinking Strategiesmentioning

confidence: 99%

Transformative Learning in the Art Museum: A Methods Review

Chisolm

Kelly-Hedrick

Stephens

et al. 2020

Fam Med

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Clinical educators are continually seeking innovative methods and settings for teaching. As such, they have increasingly begun to use art museums as a new educational space in which to build clinically-relevant skills and promote learners’ professional identity formation. Art museum-based pedagogy can be understood through the framework of transformative learning theory, which provides an account of how adults learn through experience. In this article, the authors apply this theory to art museum-based teaching and offer a practical overview of art museum-based activities, highlighting three exemplars: visual thinking strategies, personal responses tour, and group poems. This toolbox of art museum-based teaching methods provides a launching pad for educators and learners to explore this innovative educational strategy.

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Learning outcomes with visual thinking strategies in nursing education

Cited by 31 publications

References 4 publications

Awe and Epistemology in a Science Museum

Awe and Epistemology in a Science Museum

Awe and Epistemology in a Science Museum

Transformative Learning in the Art Museum: A Methods Review

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