Projects per year
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.
Original language | English |
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Title of host publication | 7th International Research Symposium on PBL : Innovation, PBL and Competences in Engineering Education |
Publisher | Aalborg Universitetsforlag |
Publication date | 2018 |
Pages | 430-440 |
ISBN (Electronic) | 978-87-7210-002-9 |
Publication status | Published - 2018 |
Event | 7th International Research Symposium on PBL: Innovation, PBL and Competences in Engineering Education - Beijing, China Duration: 19 Oct 2018 → 21 Oct 2018 |
Conference
Conference | 7th International Research Symposium on PBL |
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Country/Territory | China |
City | Beijing |
Period | 19/10/2018 → 21/10/2018 |
Series | International Research Symposium on PBL |
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ISSN | 2446-3833 |
Keywords
- Problem analysis
- critical thinking
- problem-based learning
- problem-based project work
- PBL
Fingerprint
Dive into the research topics of 'The Significance of Problem Analysis for Critical Thinking in Problem-Based Project Work'. Together they form a unique fingerprint.Projects
- 1 Finished
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PBL Future
Kolmos, A., Ryberg, T., Stentoft, D., Andreasen, L. B., Kofoed, L. B., Otrel-Cass, K., Clausen, N. R., Bertel, L. B., Velmurugan, G., Sørensen, M. T., Boelt, A. M., Bruun-Pedersen, J. R., Kristensen, N. S., Scholkmann, A., Tretow-Fish, T. A. B., Lolle, E. L. & Christensen, L. L.
01/11/2017 → 01/11/2020
Project: Research
Research output
- 1 PhD thesis
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Problem Construction in Problem-Based Learning: How Students Deal with Disagreements in Decision-Making
Velmurugan, G., 2022, Aalborg Universitetsforlag. 126 p.Research output: PhD thesis
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