Problem-based learning (PBL) and critical thinking skills - a binding relationship?

Abstract

Problem Based Learning (PBL) has become an attractive alternative to implement changes in the educational models of higher education, particularly because its learning environment is auspicious for the development of higher order thinking skills, as critical thinking. However, this process does not occur spontaneously, it is necessary to take into account the aspects of the model that can influence the level of achievement when the goal is to improve these skills in university education. This paper analyzes the most important aspects of the PBL methodology and the teaching of critical thinking skills, seeking to highlight the most sensitive aspects that affect the binding relationship between them. The case of hybrid PBL models is discussed and some research results that support the discussion are shown.