Problem-based Learning as an Opportunity to Develop Students‘ Critical Thinking

Despina Vasileva
Sofia University

https://doi.org/10.53656/voc24-4-04

Abstract. The article presents the features of problem-oriented learning and the possibility to develop students' critical thinking through it. A model for methodological planning based on problem-oriented learning is presented. Problem solving is preceded by an introduction to the problem situation, which is overcome through the recognition of the problem situation. A key stage is the division into sub-problems. Features of nomothetic and idiographic assessment practices are traced. Problem-oriented learning focuses on consistently developing problem-solving skills. Standardized assessment options are inapplicable because the identification of one solution as more adequate than another is subject to subjective evaluation. Difficulties in assessing individual activities in problem-based learning result from the need to track the student's own development in terms of: problem conceptualization, solution presentation, outcome achievement, argumentative text production, hypothetical presentation of results, etc. Assessment of activities in problem-based learning is idiographic.
Keywords: Problem-Based Learning; cognitive skills; metacognitive skills; type of problems; Bulgarian language learning

Свързани статии:

Levels of Students‘ Media Culture (Survey) What, How Much and How does the Bulgarian Student Read (in Bulgaria and around the World) (Analysis of Survey Data) Schelling – from Logos to Myth The Greek Consular Network in Bulgarian Lands before The Liberation