Publication: Aprendizaje
basado
en
problemas
(ABP)
y
habilidades
de
pensamiento
crítico,
¿una
relación
vinculante?
Authors
Morales Bueno, Patricia
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Publisher
Universidad de Murcia
publication.page.editor
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DOI
http://dx.doi.org/10.6018/reifop.21.2.323371
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info:eu-repo/semantics/article
Description
Abstract
La
propuesta
metodológica
Aprendizaje
Basado
en
Problemas
(ABP)
se
ha
convertido
en
una
alternativa
atractiva
para
ejecutar
los
cambios
en
los
modelos
educativos
de
la
educación
superior,
en
particular
porque
su
entorno
de
aprendizaje
es
propicio
para
el
desarrollo
de
habilidades
de
pensamiento
de
orden
superior,
como
el
pensamiento
crítico.
Sin
embargo,
este
proceso
no
ocurre
de
manera
espontánea,
es
necesario
tomar
en
consideración
los
aspectos
del
modelo
que
pueden
influir
en
el
nivel
de
logro
cuando
se
tiene
el
objetivo
de
mejorar
estas
habilidades
en
la
formación
universitaria.
En
este
trabajo
se
analiza
los
aspectos
más
importantes
de
la
metodología
ABP
y
de
la
enseñanza
de
habilidades
de
pensamiento
crítico,
buscando
poner
en
evidencia
los
aspectos
más
sensibles
que
afectan
la
relación
vinculante
entre
ellos.
Se
discute
el
caso
de
las
modalidades
híbridas
ABP
y
se
muestran
algunos
resultados
de
investigación
que
sustentan
la
discusión.
Problem Based Learning (PBL) has become an attractive alternative to implement changes in the educational models of higher education, particularly because its learning environment is auspicious for the development of higher order thinking skills, as critical thinking. However, this process does not occur spontaneously, it is necessary to take into account the aspects of the model that can influence the level of achievement when the goal is to improve these skills in university education. This paper analyzes the most important aspects of the PBL methodology and the teaching of critical thinking skills, seeking to highlight the most sensitive aspects that affect the binding relationship between them. The case of hybrid PBL models is discussed and some research results that support the discussion are shown.
Problem Based Learning (PBL) has become an attractive alternative to implement changes in the educational models of higher education, particularly because its learning environment is auspicious for the development of higher order thinking skills, as critical thinking. However, this process does not occur spontaneously, it is necessary to take into account the aspects of the model that can influence the level of achievement when the goal is to improve these skills in university education. This paper analyzes the most important aspects of the PBL methodology and the teaching of critical thinking skills, seeking to highlight the most sensitive aspects that affect the binding relationship between them. The case of hybrid PBL models is discussed and some research results that support the discussion are shown.
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