الفهرس 
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Abstract
The cultural milieu that best teaches thinking dispositions is a culture of thinking environment that reinforces good thinking in a variety of explicit ways. The effective learning strategies for teaching thinking dispositions should create a culture of thinking in the educational system. As for the interactive lecture; findings revealed that there were significant relationships between the nursing students’ total score of CTDs and the nursing students’ preference of the interactive lecture. Interactive approach during the lecturing method encourages students’ CTDs, during the interactive lecture a combination of educational methods are used.
The study aimed to determine the effect of implementing different learning strategies on developing nurse students’ critical thinking disposition through: Assessing nurse students’ knowledge regarding critical thinking before implementing different learning strategies, assessing nurse students’ critical thinking disposition, implementing the different learning strategies, measuring the effect of different learning strategies on nurse students critical thinking dispositions after the implementing different learning strategies.
The study was carried out at Technical institute of nursing that affiliated to Tanta University. The subjects of the study included (252) nursing students in the second years divided into two main equal groups one as Experimental group and second for control group. Each group contained (126) nurse students.
Tools of data collection: Data for this study were collected using California Critical Thinking Disposition Inventory
1- Critical Thinking Knowledge Questionnaire sheet: this tool developed by the researcher through review of relevant literature ( ). It aimed at assessing nurse students’ knowledge regarding critical thinking with pre and posttest. It consisted of two parts:
Part I: This part intended to collect data related to demographic characteristics about the study subjects, such as age, gender, marital status, and ranking among brothers.
Part II: It included questions regarding critical thinking knowledge as Definitions of Critical thinking, the importance of critical thinking, etc.
2- California Critical Thinking Disposition Inventory (CCTDI): It was a self-administered questionnaire sheet used to collect data for this study. It was developed by Facione (2006) and modified by Ragab (2015). It aimed at assessing nursing student’s critical thinking dispositions. It consisted of 75 items grouped into seven dispositional characteristics namely, Truth seeking (12 items), Open-mindedness (12 items), Analyticity (11 items), Systematicity (11 items), Self-confidence (9items), Inquisitiveness (10 items) and Cognitive maturity (10 items).
The results of the study revealed that:
More than one fifth of nursing students in both experimental, and control groups respectively had satisfactory level of total critical thinking knowledge before implementing different learning strategies, with no statistical significant differences between satisfactory levels of both groups before implementing different learning strategies.
Moreover, total critical thinking knowledge increased markedly respectively in both post implementing different learning strategies and follow up phase in the experimental group, while more than one fifth of nursing students in the control group respectively had satisfactory level of total critical thinking knowledge in both post implementing different learning strategies and follow up phases.
Also, there were highly statistically significant differences between satisfactory level of both groups in post implementing different learning strategies and follow up phases.
Furthermore, at pre-learning strategies phase the mean score of open-mindedness disposition among interactive learning and traditional learning group was the highest one respectively.
While, the self-confidence disposition had the lowest mean score among the both groups respectively, with no statistically significant differences between all critical thinking dispositions between the two groups in this phase.
Furthermore, there were a highly statistically significant difference between both groups at post learning strategies and follow up phases.
There was no statistically significance relation between interactive lectures level of knowledge regarding critical thinking, and their personal and professional characteristics throughout learning strategies phases.
While there was high statistically significance relation between traditional lecture level of knowledge regarding critical thinking, and their gender throughout learning strategies phases.
Moreover, there was no statistically significance relation between both interactive lectures, and traditional lecture level regarding critical thinking, and their personal and professional characteristics at (pretest) phase.
While, there were statistically significance relation between interactive lectures level regarding critical thinking, and their gender at (posttest) phase.
In conclusion, the study finding indicates that, there was a positive effect of different learning strategies in improving nurse students’ critical thinking disposition among nursing students of experimental group interactive lecture. These confirm the research hypothesis
In the light of study finding, it is recommended that:
Nurse educators must be knowledgeable about CTS and dispositions and strategies to assess them.
Nurse educators need to scrutinize curriculum frameworks, course elements, and teaching strategies to ascertain if and how these various components reflect the encouragement or obstruction of CTS and dispositions.
Nurse educators must implement a variety of learning strategies to foster CTS and CTD