PROBLEM-BASED LEARNING (PBL) AS A MEANS FOR TEACHING CRITICAL THINKING
The paper presents a review of Problem-Based Learning (PBL) methodology, as a strategy that offers multiple opportunities to promote the development of critical thinking skills in higher education. The concept of critical thinking and its teaching are reviewed, identifying the components that can be...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Brasil |
| Institución: | Universidade do Sul de Santa Catarina (UNISUL) |
| Repositorio: | Poiésis (Tubarão. Online) |
| Idioma: | español |
| OAI Identifier: | oai:portaldeperiodicos.animaeducacao.com.br:article/9776 |
| Acceso en línea: | https://portaldeperiodicos.animaeducacao.com.br/index.php/Poiesis/article/view/9776 |
| Access Level: | acceso abierto |
| Palabra clave: | PBL Critical Thinking Higher Education. ABP Pensamiento Crítico Educación Superior. Pensamento Crítico Educação Superior. |
| Sumario: | The paper presents a review of Problem-Based Learning (PBL) methodology, as a strategy that offers multiple opportunities to promote the development of critical thinking skills in higher education. The concept of critical thinking and its teaching are reviewed, identifying the components that can be taught and learned through education. The aspects of PBL methodology that are related to the different cognitive and non-cognitive components of critical thinking are analyzed and some important aspects to consider in an articulated PBL-CT design are discussed. |
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