A comparison of the effects of problem-based learning and lecturing on the development of students' critical thinking

Tiwari, Agnes; Lai, Yau Ming; So, Mike K. P.; Yuen, Kwan Hok

doi:10.1111/j.1365-2929.2006.02481.x

Cited by 340 publications

(279 citation statements)

References 16 publications

Supporting

Mentioning

240

Contrasting

Unclassified

Order By: Relevance

“…For example, study by Derry et al [16], a qualitative study result, indicated that students improved their ability to scientifically and statistically reason in problem solving in a new PBL statistical course. Similar findings were also illustrated in Tiwari et al [7], one year long of PBL treatment enhanced students' critical thinking ability, compared to conventional approach. Also, in Iwaoka et al [17], students in Food Science and Human Nutrition Course indicated a significant increase in their critical thinking in several years of comparison of conventional approach.…”

Section: Introductionsupporting

confidence: 74%

“…This method is generally agreed to have important implications for transfer of knowledge and application of problem solving skills to novel situations [6]. This assertion has been supported by several previous research reports [7][8][9].…”

Section: Introductionsupporting

confidence: 71%

“…In this study, ten weeks might be insufficient for PBL to enhance students' critical thinking ability. The literature suggests that PBL could be more effective over a longer-term duration [7]. In Tiwari et al's study, the first-year students in PBL were given two semesters treatment and the data were collected until students become in their third year of the course.…”

Section: Discussion and Implicationmentioning

confidence: 99%

See 2 more Smart Citations

The Impact of Instructional Methods on Critical Thinking: A Comparison of Problem-Based Learning and Conventional Approach in Engineering Education

Masek

Yamin

2012

ISRN Education

View full text Add to dashboard Cite

Recent research reveals a gap in determining the effect of problem-based learning (PBL) on students' critical thinking ability. Existing evidences from previous research have been equivocal to be deemed conclusive, especially in across multiple educational disciplines. This paper investigates the effect of PBL on students' critical thinking ability, as compared to conventional approach. The study employed an experimental pretest and posttest with control group design. The participants were 53 undergraduate students in electrical engineering course, who attended Electrical Technology Module (ET101) in their first semester. Participants completed the pretest and posttests of the translated version of the Cornell Critical Thinking Test Specimen set. The results suggested that students' critical thinking ability in the PBL group had not been significantly different from their counterparts in the conventional approach group. This paper further discusses the implication of problem-based learning in engineering education.

show abstract

Section: Introductionsupporting

confidence: 74%

Section: Introductionsupporting

confidence: 71%

Section: Discussion and Implicationmentioning

confidence: 99%

See 1 more Smart Citation

The Impact of Instructional Methods on Critical Thinking: A Comparison of Problem-Based Learning and Conventional Approach in Engineering Education

Masek

Yamin

2012

ISRN Education

View full text Add to dashboard Cite

show abstract

“…These results showed that the significant difference in the development of critical thinking amongst the students from the PBL course occurred as a result of the encouragement of students' active participation in small-group discussions. In a PBL programme, students registered significantly higher critical thinking disposition scores on completion of their training and this remained for two years afterwards although to a lesser degree [19] . The didactic content format tends to limit discussion, the use of logic, problem solving and creativity amongst students.…”

Section: Discussionmentioning

confidence: 99%

How nursing students perform in problem-based learning tutorials-A South African perspective

Lack

Bruce

2014

JNEP

View full text Add to dashboard Cite

Background: Problem-based learning tutorials are considered the main vehicle for nursing students to acquire the skills needed to deal with the complexities of nursing practice. How students' perform in these tutorials is an important measure of their learning development and skill acquisition. Purpose:The purpose of this two phased study was to determine and compare the performance of undergraduate nursing students in Problem-based Learning (PBL) tutorials using a validated evaluation instrument. In Phase-1 of the study the instrument was validated which led to the development of the computer-based: Tutorial Performance Evaluator (TPE). In Phase-2 the performance of undergraduate nursing students in PBL tutorials was assessed and described through the use of this instrument by the students and their facilitators. Methods:A cross-sectional, comparative design was used employing two sample sets: the first sample consisted of a cross-section of the total population of undergraduate nursing students (N = 53) in their first-year to fourth-year of study in a four year Bachelors degree. The second sample comprised the total population of facilitators (N = 6), who were directly involved in facilitating PBL tutorials. A computer-based TPE with seven main-items (skills) and 34 sub-items was used to elicit data on students' self-assessment and facilitator-assessment of tutorial performance. Mean tutorial performance scores were calculated; correlations were drawn between student and facilitator scores and comparisons were made between the different years of study and within the main items to evaluate progress in skill acquisition. Results:Major findings included notable differences between facilitator-assessment and self-assessment together with a poor performance in all seven constructs on the evaluation instrument amongst first-year students. There was a significant improvement in the mean tutorial performance score from 27% in first-year students to 87% in fourth-year students. Conclusions:The findings suggest that first-year students struggle with PBL and a recommendation is to consider alternative educational strategies to prepare first year students for PBL.

show abstract

“…Es posible, en este sentido, caracterizar al pensamiento crítico como proceso de conflicto cognitivo, al considerarlo como habilidad que permite cuestionar y evaluar, lo que supone problematizar el conocimiento que se tiene con la finalidad de mejorarlo y tomar decisiones adecuadas (Bouzas, 2009;Olivares & Heredia, 2012); esto se ha relacionado con el aprendizaje basado en problemas, permitiendo además el fortalecer el trabajo cooperativo. El desarrollo de actividades de resolución de problemas es un método que permite el fomento de pensamiento crítico en estudiantes universitarios (Sánchez, 2012;Tiwari, Lai, So, & Yuen, 2006), esto dado que implicaría asumir un esfuerzo de cambio de esquemas cognitivos, para establecer conexiones y evaluar los pasos realizados, así como para generar conclusiones razonadas y reflexivas.…”

Section: Proceso Complejo Y Dinámicounclassified

Enfoques intraindividual e interindividual en programas de pensamiento crítico

Cornejo

Mújica

2017

Psicol. Esc. Educ.

View full text Add to dashboard Cite

ResumenEn la actualidad, hay diversas conceptualizaciones acerca del pensamiento crítico, clasificándolo mayoritariamente en definiciones, perspectivas metodológicas e instrumentos. Este artículo de revisión teórica tiene por objetivo realizar una clasificación de orden ontológico, analizando las finalidades que definen al pensamiento crítico como praxis humana; proponiéndose dos enfoques, uno como proceso intrapersonal, considerándolo un proceso de filtro interno de información; otro, como proceso interpersonal, donde el pensamiento es de naturaleza interactiva y culturalmente situada. Se realiza además una revisión bibliográfica, analizando programas aplicados en educación superior, relacionando programas y estudios en ambos enfoques, en base a objetivos y procedimientos de trabajo. Se concluye que el pensamiento crítico es un proceso complejo, que ha experimentado una evolución conceptual y epistemológica que lo orienta actualmente hacia una praxis social más que meramente individual, puesto que se encuadra en contextos y acciones que promueven la interacción entre personas.Palabras clave: Pensamiento crítico; cognición; interacción social. Intraindividual and interindividual approaches in critical thinking programs AbstractCurrently, there are several conceptualizations about critical thinking, most of them classify it in definitions, methodological approaches and instruments. Objective of this article is to offer an ontological classification based on theoretical review, analyzing goals define critical thinking as human praxis, considering two approaches: intrapersonal process, seeing it as a process of refining information; and as interpersonal process where thought is interactive in its nature and culturally situated. A literature review was carried out, analyzing programs developed in higher education, and linking those programs to approaches, based on objectives and working procedures. We conclude that critical thinking is a complex process, which has experienced a conceptual and epistemological evolution, guiding it today towards social praxis and not merely individual, because of it's framing in epistemology and actions that promote interaction among people.Keywords: Critical thinking; cognition; social interaction. Enfoques interindividual e interindividual em programas de pensamento críticoResumo Na atualidade, há diversas conceitualizações sobre o pensamento crítico, classificando-o principalmente em definições, perspectivas metodológicas e instrumentos. Este artigo de revisão teórica tem por objetivo realizar uma classificação de ordem ontológica, analisando as finalidades que definem o pensamento crítico como práxis humana, propondo-se dois enfoques, um como processo intrapessoal, considerando-o um processo de filtro interno de informação; outro, como processo interpessoal, em que o pensamento é de natureza interativa e culturalmente situada.Realiza-se, também, uma revisão bibliográfica, analisando programas aplicados na educação superior, relacionando programas e estudos em ambos os enfoques, na...

show abstract

A comparison of the effects of problem-based learning and lecturing on the development of students' critical thinking

Abstract: There were significant differences in the development of students' critical thinking dispositions between those who undertook the PBL and lecture courses, respectively.

Cited by 340 publications

References 16 publications

The Impact of Instructional Methods on Critical Thinking: A Comparison of Problem-Based Learning and Conventional Approach in Engineering Education

The Impact of Instructional Methods on Critical Thinking: A Comparison of Problem-Based Learning and Conventional Approach in Engineering Education

How nursing students perform in problem-based learning tutorials-A South African perspective

Enfoques intraindividual e interindividual en programas de pensamiento crítico

Contact Info

Product

Resources

About