The Significance of Problem Analysis for Critical Thinking in Problem-Based Project Work

Publikation: Bidrag til bog/antologi/rapport/konference proceedingKonferenceartikel i proceedingForskningpeer review

Resumé

In this paper, we argue that the problem analysis inherent to problem-based project work is important for students’ possibilities for developing competencies for critical thinking. Problem-based learning, PBL, is often described as an effective approach for fostering critical thinking. However, less often does research offer explanations for why this should be the case. In this paper we argue that the problem analysis in problembased project work constitutes a space conducive for learning how to think critically. In particular, we argue that a problem analysis may be understood as an argument with a specific purpose namely to clarify why it is relevant to ask the question posed in the problem statement. We show how the purpose of the problem analysis is more than to provide a formal space for introductory remarks in student reports. Rather, the problem analysis is intended to offer students opportunities for reflecting on the relevance of the identified problem. We further demonstrate how the problem analysis can be understood as an argument and that in this sense, the problem analysis is both a process and a product serving dual interrelated purposes. In the former sense, because it requires a particular kind of questioning or mindset leading to a process of problem analysis which provides an an opportunity for learning how to think critically. While in the latter sense, the product resulting from this process, i.e. the finished problem analysis along with the resulting problem statement, function as textual manifestations demonstrating the quality of students’ competencies for critical thinking. Consequently, the fact that students are required to identify and define the problems themselves serves to reinforce the potential of doing a problem analysis to foster the development and/or improvement of students’ competencies for critical thinking.
OriginalsprogEngelsk
Titel7th International Research Symposium on PBL : Innovation, PBL and Competences in Engineering Education
ForlagAalborg Universitetsforlag
Publikationsdato2018
Sider430-440
ISBN (Elektronisk)978-87-7210-002-9
StatusUdgivet - 2018
Begivenhed7th International Research Symposium on PBL: Innovation, PBL and Competences in Engineering Education - Beijing, Kina
Varighed: 19 okt. 201821 okt. 2018

Konference

Konference7th International Research Symposium on PBL
LandKina
ByBeijing
Periode19/10/201821/10/2018
NavnInternational Research Symposium on PBL
ISSN2446-3833

Fingerprint

student
learning

Emneord

    Citer dette

    Thorndahl, K. L., Velmurugan, G., & Stentoft, D. (2018). The Significance of Problem Analysis for Critical Thinking in Problem-Based Project Work. I 7th International Research Symposium on PBL: Innovation, PBL and Competences in Engineering Education (s. 430-440). Aalborg Universitetsforlag. International Research Symposium on PBL
    Thorndahl, Kathrine Liedtke ; Velmurugan, Giajenthiran ; Stentoft, Diana. / The Significance of Problem Analysis for Critical Thinking in Problem-Based Project Work. 7th International Research Symposium on PBL: Innovation, PBL and Competences in Engineering Education. Aalborg Universitetsforlag, 2018. s. 430-440 (International Research Symposium on PBL).
    @inproceedings{bf9c115d2a2d4e6f8de89ec04f79925d,
    title = "The Significance of Problem Analysis for Critical Thinking in Problem-Based Project Work",
    abstract = "In this paper, we argue that the problem analysis inherent to problem-based project work is important for students’ possibilities for developing competencies for critical thinking. Problem-based learning, PBL, is often described as an effective approach for fostering critical thinking. However, less often does research offer explanations for why this should be the case. In this paper we argue that the problem analysis in problembased project work constitutes a space conducive for learning how to think critically. In particular, we argue that a problem analysis may be understood as an argument with a specific purpose namely to clarify why it is relevant to ask the question posed in the problem statement. We show how the purpose of the problem analysis is more than to provide a formal space for introductory remarks in student reports. Rather, the problem analysis is intended to offer students opportunities for reflecting on the relevance of the identified problem. We further demonstrate how the problem analysis can be understood as an argument and that in this sense, the problem analysis is both a process and a product serving dual interrelated purposes. In the former sense, because it requires a particular kind of questioning or mindset leading to a process of problem analysis which provides an an opportunity for learning how to think critically. While in the latter sense, the product resulting from this process, i.e. the finished problem analysis along with the resulting problem statement, function as textual manifestations demonstrating the quality of students’ competencies for critical thinking. Consequently, the fact that students are required to identify and define the problems themselves serves to reinforce the potential of doing a problem analysis to foster the development and/or improvement of students’ competencies for critical thinking.",
    keywords = "Problem analysis, critical thinking, problem-based learning, problem-based project work, PBL",
    author = "Thorndahl, {Kathrine Liedtke} and Giajenthiran Velmurugan and Diana Stentoft",
    year = "2018",
    language = "English",
    pages = "430--440",
    booktitle = "7th International Research Symposium on PBL",
    publisher = "Aalborg Universitetsforlag",

    }

    Thorndahl, KL, Velmurugan, G & Stentoft, D 2018, The Significance of Problem Analysis for Critical Thinking in Problem-Based Project Work. i 7th International Research Symposium on PBL: Innovation, PBL and Competences in Engineering Education. Aalborg Universitetsforlag, International Research Symposium on PBL, s. 430-440, 7th International Research Symposium on PBL, Beijing, Kina, 19/10/2018.

    The Significance of Problem Analysis for Critical Thinking in Problem-Based Project Work. / Thorndahl, Kathrine Liedtke; Velmurugan, Giajenthiran; Stentoft, Diana.

    7th International Research Symposium on PBL: Innovation, PBL and Competences in Engineering Education. Aalborg Universitetsforlag, 2018. s. 430-440.

    Publikation: Bidrag til bog/antologi/rapport/konference proceedingKonferenceartikel i proceedingForskningpeer review

    TY - GEN

    T1 - The Significance of Problem Analysis for Critical Thinking in Problem-Based Project Work

    AU - Thorndahl, Kathrine Liedtke

    AU - Velmurugan, Giajenthiran

    AU - Stentoft, Diana

    PY - 2018

    Y1 - 2018

    N2 - In this paper, we argue that the problem analysis inherent to problem-based project work is important for students’ possibilities for developing competencies for critical thinking. Problem-based learning, PBL, is often described as an effective approach for fostering critical thinking. However, less often does research offer explanations for why this should be the case. In this paper we argue that the problem analysis in problembased project work constitutes a space conducive for learning how to think critically. In particular, we argue that a problem analysis may be understood as an argument with a specific purpose namely to clarify why it is relevant to ask the question posed in the problem statement. We show how the purpose of the problem analysis is more than to provide a formal space for introductory remarks in student reports. Rather, the problem analysis is intended to offer students opportunities for reflecting on the relevance of the identified problem. We further demonstrate how the problem analysis can be understood as an argument and that in this sense, the problem analysis is both a process and a product serving dual interrelated purposes. In the former sense, because it requires a particular kind of questioning or mindset leading to a process of problem analysis which provides an an opportunity for learning how to think critically. While in the latter sense, the product resulting from this process, i.e. the finished problem analysis along with the resulting problem statement, function as textual manifestations demonstrating the quality of students’ competencies for critical thinking. Consequently, the fact that students are required to identify and define the problems themselves serves to reinforce the potential of doing a problem analysis to foster the development and/or improvement of students’ competencies for critical thinking.

    AB - In this paper, we argue that the problem analysis inherent to problem-based project work is important for students’ possibilities for developing competencies for critical thinking. Problem-based learning, PBL, is often described as an effective approach for fostering critical thinking. However, less often does research offer explanations for why this should be the case. In this paper we argue that the problem analysis in problembased project work constitutes a space conducive for learning how to think critically. In particular, we argue that a problem analysis may be understood as an argument with a specific purpose namely to clarify why it is relevant to ask the question posed in the problem statement. We show how the purpose of the problem analysis is more than to provide a formal space for introductory remarks in student reports. Rather, the problem analysis is intended to offer students opportunities for reflecting on the relevance of the identified problem. We further demonstrate how the problem analysis can be understood as an argument and that in this sense, the problem analysis is both a process and a product serving dual interrelated purposes. In the former sense, because it requires a particular kind of questioning or mindset leading to a process of problem analysis which provides an an opportunity for learning how to think critically. While in the latter sense, the product resulting from this process, i.e. the finished problem analysis along with the resulting problem statement, function as textual manifestations demonstrating the quality of students’ competencies for critical thinking. Consequently, the fact that students are required to identify and define the problems themselves serves to reinforce the potential of doing a problem analysis to foster the development and/or improvement of students’ competencies for critical thinking.

    KW - Problem analysis

    KW - critical thinking

    KW - problem-based learning

    KW - problem-based project work

    KW - PBL

    M3 - Article in proceeding

    SP - 430

    EP - 440

    BT - 7th International Research Symposium on PBL

    PB - Aalborg Universitetsforlag

    ER -

    Thorndahl KL, Velmurugan G, Stentoft D. The Significance of Problem Analysis for Critical Thinking in Problem-Based Project Work. I 7th International Research Symposium on PBL: Innovation, PBL and Competences in Engineering Education. Aalborg Universitetsforlag. 2018. s. 430-440. (International Research Symposium on PBL).