NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1371343
Record Type: Journal
Publication Date: 2023-Jun
Pages: 44
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1040-726X
EISSN: EISSN-1573-336X
Available Date: N/A
Situating Higher-Order, Critical, and Critical-Analytic Thinking in Problem- and Project-Based Learning Environments: A Systematic Review
Loyens, Sofie M. M.; van Meerten, Julianne E.; Schaap, Lydia; Wijnia, Lisette
Educational Psychology Review, v35 n2 Article 39 Jun 2023
Critical thinking (CT) is widely regarded as an important competence to obtain in education. Students' exposure to problems and collaboration have been proven helpful in promoting CT processes. These elements are present in student-centered instructional environments such as problem-based and project-based learning (P(j)BL). Next to CT, also higher-order thinking (HOT) and critical-analytic thinking (CAT) contain elements that are present in and fostered by P(j)BL. However, HOT, CT, and CAT definitions are often ill-defined and overlap. The present systematic review, therefore, investigated how HOT, CT, and CAT were conceptualized in P(j)BL environments. Another aim of this study was to review the evidence on the effectiveness of P(j)BL environments in fostering HOT, CT, or CAT. Results demonstrated an absence of CAT in P(j)BL research and a stronger focus on CT processes than CT dispositions (i.e., trait-like tendency or willingness to engage in CT). Further, while we found positive effects of P(j)BL on HOT and CT, there was a lack of clarity and consistency in how researchers conceptualized and measured these forms of thinking. Also, essential components of P(j)BL were often overlooked. Finally, we identified various design issues in effect studies, such as the lack of control groups, that bring the reported outcomes of those investigations into question.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link-springer-com.bibliotheek.ehb.be/
Publication Type: Journal Articles; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A