The power of problem‐based learning in developing critical thinking skills: preparing students for tomorrow’s digital futures in today’s classrooms

Kek, Megan Yih Chyn A.; Huijser, Henk

doi:10.1080/07294360.2010.501074

Cited by 125 publications

(100 citation statements)

References 34 publications

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“…The previous studies had shown the PBL was a powerful pedagogical approach to promote CT (e.g. Joe & Elizabeth, 1999;Magnusseen, Ishida, & Itano, 2000;Celia & Gordon, 2001;Cook & Moyle, 2002;Williams, 2002;Yuan & Qian, 2003;Wang, Lu, & Ze, 2004;Choi, 2004;Tiwari, Lai, So, & Yeun, 2006;Wang, Tsai, Chiang, Lai, & Lin, 2008;Yuan, Williams, & Fan, 2008;Ozturk, Muslub, & Diclea, 2008;Kek & Huijser, 2011;Martyn, Terwijn, Kek, & Huijser, in press;Choi, Lindquist, & Song, in press). For the CTD, PBL promoted the senior nursing students' truth-seeking and openmindedness (Tiwari et al, 2006;Ozturk et al, 2008).…”

Section: Task-based Learning In Chemistry Experiments Teachingmentioning

confidence: 99%

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Developing Students’ Critical Thinking Skills by Task-Based Learning in Chemistry Experiment Teaching

Zhou¹,

Huang²,

Tian³

2013

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Section: Task-based Learning In Chemistry Experiments Teachingmentioning

confidence: 99%

“…Problem-Based Learning (PBL) is defined as the studentcentered and self-directed pedagogical approach (Barrows, 1996;Kek & Huijser, 2011). PBL requires that the learning is done a small group which consists of 6 -10 persons ideally.…”

Section: Task-based Learning In Chemistry Experiments Teachingmentioning

confidence: 99%

Developing Students’ Critical Thinking Skills by Task-Based Learning in Chemistry Experiment Teaching

Zhou¹,

Huang²,

Tian³

2013

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“…In higher education, scientific literacy and critical thinkings are a phrase that has become policy initiatives and educational purposes today (Heinsen, 2016). Scientific literacy and critical thinking trigger the development of knowledge, attitudes/values, thinking ability, and fostering the ability to take responsible action in the context and circumstances by their lives and social environment (Kek & Huijser, 2011).…”

Section: Introductionmentioning

confidence: 99%

Enhancement of Students’ Biological Literacy and Critical Thinking of Biology through Socio-Biological Case-Based Learning

Suwono¹,

Pratiwi

Susanto

et al. 2017

JPII

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Biology is a leading science and a foundation in everyday life for all people. Biology student teachers need to be equipped with biological literacy and critical thinking skills in order to teach biology in the future. This research is aimed at determining the effect of socio-biological case-based learning on biological literacy and critical thinking skills of biology student teachers compared with the traditional learning (lecture-based learning). Socio-biological case-based learning is a model of problem-based learning by placing biological cases as a problem to be explained and solved through a series of investigative activities. This research was a quasi-experimental conducted at the Department of Biology, Universitas Negeri Malang. The research samples were the first year students who programmed the General Biology course, consisting of 29 students as a control group and 33 students as experimental group. This research was conducted in September-December 2015. The data of biological literacy and critical thinking were collected from pre-test and post-test. The data were analyzed using ANCOVA test. The research showed that there was a significant difference of biological literacy and critical thinking skills between the students taught by using socio-biological case-based learning and those taught by using lecture-based learning. The research indicated that the socio-biological case-based learning could enhance the biological literacy and critical thinking skills of biology students teachers.

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“…If CT is presented as being important throughout schooling, it seems to play a key-role in higher education, in that college students are expected to develop a deeper approach to learning. This helps them to gain meaningful knowledge and develop useful tools to start a professional career in their near future (Barnes, 2005), and to deal with a reality that is defined by ambiguity and complex, ill-defined problems (Kek & Huijser, 2011).…”

Section: Introduction To Critical Thinkingmentioning

confidence: 99%

Real-World Outcomes and Critical Thinking: Differential Analysis by Academic Major and Gender

Franco

Almeida

2015

Paidéia (Ribeirão Preto)

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The Real-World Outcomes is an inventory that measures everyday problematic behaviors that represent decisions where critical thinking is presumably absent; assessing the negative outcomes of poor daily decisions helps to infer the degree of critical thinking that mediates everyday reasoning. In the present paper, we describe the process of translation and cultural adaptation of this inventory to Portuguese. We present evidence of its administration to 259 college students concerning reliability, and differences based on academic major and gender. No statistically significant differences were found, either due to academic major or gender. Results suggest the value of this instrument to assessing daily decision making and life outcomes, and also, to estimate the quality of critical thinking in everyday life.

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The power of problem‐based learning in developing critical thinking skills: preparing students for tomorrow’s digital futures in today’s classrooms

Cited by 125 publications

References 34 publications

Developing Students’ Critical Thinking Skills by Task-Based Learning in Chemistry Experiment Teaching

Developing Students’ Critical Thinking Skills by Task-Based Learning in Chemistry Experiment Teaching

Enhancement of Students’ Biological Literacy and Critical Thinking of Biology through Socio-Biological Case-Based Learning

Real-World Outcomes and Critical Thinking: Differential Analysis by Academic Major and Gender

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