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Problem-Based Learning (PBL) advocates the tenets of constructivist learning that leverage active construction of knowledge by students and integration of personal experiences in a meaningful construction of ideas. It provides them with an opportunity to explore knowledge in their own way under the adult supervision and make them autonomous in their learning as well as increases the chances of engaging in collaborative work. These all are different dimensions of constructivist learning. Problem-based learning approach provides students an ill-structured task to direct them to pull out logical issues, reasoning and suggest genuine alternatives for getting a solution of a problem or desired task. PBL defined by Barrows (1986 as cited in Lajoie, Gauthier and Lu, 2009) “Problem-Based Learning (PBL) approach where real-life cases are presented and students are required to define the problem, create hypotheses, gather and analyze data, and evaluate or justify solutions collaboratively” (p. 198). Critical thinking is one of the measures of learners’ skills cultivated by constructivist learning environment. It can be defined as building hypotheses, analyzing different content or related information and predict a solution along with evidence (Angelique and Lim, 2009). According to Song et al. (2006) described that problem-based learning environment is full of challenges and offering risk which induce learners to take wise decision for getting results. Moreover, this learning environment in which learners accept challenges, involve in the cognitive task to construct innovative ideas and reach towards meaningful construction (as cited in Angelique and Lim, 2009). In this study, I will analyze students’ critical thinking on the basis of different forms of talks.

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