The Power Of Problem Based Learning In Developing Critical Thinking Skills

The Power Of Problem Based Learning In Developing Critical Thinking Skills-15
Research findings reveal that students experience development from 11.11% to 88.45% in identifying the problem correctly, 37.03% to 76.92% for sub skills distinguish knowledge and opinion, 18.51% to 65.38% for sub skills providing possible solution, 22.22% to 69.23% for sub skills making decision, and 11.11% to 69.23% for sub skills identifying the impact of the implementation of their solution.In conclusion, the findings indicate that development of students' critical thinking skills occurs when PBL4C model applied in science classroom.In the Renaissance (15th and 16th Centuries), a flood of scholars in Europe began to think critically about religion, art, society, human nature, law, and freedom.

Research findings reveal that students experience development from 11.11% to 88.45% in identifying the problem correctly, 37.03% to 76.92% for sub skills distinguish knowledge and opinion, 18.51% to 65.38% for sub skills providing possible solution, 22.22% to 69.23% for sub skills making decision, and 11.11% to 69.23% for sub skills identifying the impact of the implementation of their solution.In conclusion, the findings indicate that development of students' critical thinking skills occurs when PBL4C model applied in science classroom.In the Renaissance (15th and 16th Centuries), a flood of scholars in Europe began to think critically about religion, art, society, human nature, law, and freedom.

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These findings suggest that teachers should act as facilitator in a classroom as well as should provide meaningful learning resources that can benefit students' critical thinking skills.

On the other hand, students should practice constantly to offer a sharp, accurate and appropriate solution.

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Among these scholars were Colet, Erasmus, and Moore in England. Francis Bacon, in England, was explicitly concerned with the way we misuse our minds in seeking knowledge.

He recognized explicitly that the mind cannot safely be left to its natural tendencies.

From this ancient Greek tradition emerged the need, for anyone who aspired to understand the deeper realities, to think systematically, to trace implications broadly and deeply, for only thinking that is comprehensive, well-reasoned, and responsive to objections can take us beyond the surface.) who to ensure his thinking met the test of critical thought, always systematically stated, considered, and answered all criticisms of his ideas as a necessary stage in developing them.

Aquinas heightened our awareness not only of the potential power of reasoning but also of the need for reasoning to be systematically cultivated and "cross-examined." Of course, Aquinas’ thinking also illustrates that those who think critically do not always reject established beliefs, only those beliefs that lack reasonable foundations.

He established the importance of asking deep questions that probe profoundly into thinking before we accept ideas as worthy of belief.

He established the importance of seeking evidence, closely examining reasoning and assumptions, analyzing basic concepts, and tracing out implications not only of what is said but of what is done as well.

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