Engaging students, teachers, and professionals with 21st century skills: the ‘Critical Thinking Day’ proposal as an integrated model for engineering educational activities

Cruz, Gonçalo; Domínguez, Caroline

doi:10.1109/educon45650.2020.9125288

Cited by 4 publications

(2 citation statements)

References 8 publications

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“…In addition to the problem-based strategy presented here, other active learning strategies can also be used to develop critical thinking, e.g. structured questioning, role playing, and cooperative learning (Cruz and Dominguez 2020). How these might be implemented online is still open to discussion, though heuristic evaluations may be a good alternative given the possibilities presented by online learning as a resource provider, learning broker and learning promoter (Nacu et al 2018).…”

Section: Critical Thinkingmentioning

confidence: 99%

Taking critical thinking, creativity and grit online

Nussbaum

Barahona

Rodríguez

et al. 2020

Education Tech Research Dev

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Section: Critical Thinkingmentioning

confidence: 99%

Taking critical thinking, creativity and grit online

Nussbaum

Barahona

Rodríguez

et al. 2020

Education Tech Research Dev

View full text Add to dashboard Cite

“…Progressing to high school, learners manifest heightened cognitive maturity. Thus, the linchpin of project-based learning at this juncture should be the amplification of critical thinking prowess (Cruz et al, 2020). We champion the conceptualization of rigorously challenging projects, stimulating learners to holistically dissect issues, proffer nuanced perspectives, and tackle diverse challenges with aplomb.…”

Section: Adjust Teaching Focus According To the Characteristics Of St...mentioning

confidence: 99%

The efficacy of project-based learning in enhancing computational thinking among students: A meta-analysis of 31 experiments and quasi-experiments

Zhang,

Guan,

2024

Educ Inf Technol

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In the context of our rapidly digitizing society, computational thinking stands out as an essential attribute for cultivating aptitude and expertise. Through the prism of computational thinking, learners are more adeptly positioned to dissect and navigate real-world challenges, poising them effectively to meet the exigencies of future societal landscapes. The paradigm of project-based learning, heralded as a potent educational methodology, significantly amplifies students' prowess in computational thinking. To delineate the nuanced interplay between project-based learning and its augmentation of computational thinking, we engaged in meta-analytical investigations, synthesizing outcomes from 31 distinct external experimental and quasi-experimental studies. Our analytical journey underscored that project-based learning markedly elevates students' competencies across five critical spectra: innovation, collaboration, critical analysis, algorithmic cognition, and problem resolution. Dissecting its impact across the K12 continuum reveals that primary students predominantly hone their collaborative acumen; middle-grade learners witness a pronounced ascent in creativity, critical, and algorithmic faculties, while the apex of high school education primarily sharpens critical analytical prowess. Thus, educators sculpting the contours of project-based learning should be calibrate their strategies, ensuring they resonate with the developmental and age-specific nuances of their audience, to fully unleash its latent potential in nurturing computational thinking.

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