PROBLEM-BASED LEARNING (PBL) AS A MEANS FOR TEACHING CRITICAL THINKING

Abstract

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.