Kek, Megan Yih Chyn A. and Huijser, Henk (2011) The power of problem-based learning in developing critical thinking skills: preparing students for tomorrow's digital futures in today's classrooms. Higher Education Research and Development, 30 (3). pp. 329-341. ISSN 0729-4360
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Abstract
This article describes problem-based learning as a powerful pedagogical approach and an aligned teaching and learning system to explicitly and directly teach critical thinking skills, in a broad range of disciplines. Problem-based learning is argued to be a powerful pedagogical approach as it explicitly and actively engages students in a learning and teaching system, characterised by reiterative and reflective cycles of learning domain-specific knowledge and doing the thinking themselves. At the same time, students are guided and coached by the problem-based learning teacher who models critical thinking skills in the acquisition of the domain-specific knowledge. This article will explore what critical thinking actually means? What are critical thinking skills? How best to teach such skills? What is the potential role of problem-based learning in teaching critical thinking skills? Finally, this article reflects on how critical thinking can be developed through problem-based learning as a pedagogical approach in an aligned learning and teaching context.
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Item Type: | Article (Commonwealth Reporting Category C) |
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Refereed: | Yes |
Item Status: | Live Archive |
Additional Information: | Permanent restricted access to published version in accordance with the copyright policy of the publisher. |
Faculty/School / Institute/Centre: | Historic - Learning and Teaching Support Unit |
Faculty/School / Institute/Centre: | Historic - Learning and Teaching Support Unit |
Date Deposited: | 04 May 2011 23:56 |
Last Modified: | 25 Aug 2014 00:05 |
Uncontrolled Keywords: | constructively aligned teaching and learning; critical thinking; deep learning; student-focused approach to teaching; digital futures; problem-based learning |
Fields of Research (2008): | 13 Education > 1301 Education Systems > 130103 Higher Education 13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development 17 Psychology and Cognitive Sciences > 1702 Cognitive Sciences > 170203 Knowledge Representation and Machine Learning |
Socio-Economic Objectives (2008): | C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy |
Identification Number or DOI: | https://doi.org/10.1080/07294360.2010.501074 |
URI: | http://eprints.usq.edu.au/id/eprint/19023 |
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