Использование проблемно-обучающего подхода для формирования понятийного аппарата при изучении дисциплин естественно-научного цикла

Developing critical thinking skills is one of the primary goals of 21st-century learning, including at the elementary school level. Indonesian language learning plays a strategic role in fostering critical thinking skills through language activities that require analysis, interpretation, and reflection. One learning model widely applied to support the development of critical thinking is Problem-Based Learning (PBL). As interest in PBL increases, the number of studies discussing this model continues to grow, but comprehensive research mapping remains limited. This study aims to analyze the development and structure of research on the application of the Problem-Based Learning model to the development of critical thinking through a bibliometric. The method used was bibliometric analysis utilizing the Web of Science database and a science mapping approach. Data were analyzed using VOSviewer software using co-citation analysis and co-occurrence analysis techniques. The results indicate that PBL is a central theme with strong links to the development of critical thinking, active learning, and student engagement. The resulting thematic structure demonstrates that critical thinking is a central axis in the PBL research network across educational contexts. This research contributes to providing a comprehensive overview of PBL research trends and directions and serves as a foundation for the development of research and practice in Indonesian language learning in elementary schools

BackgroundProblem-based learning (PBL) is widely recognized as an effective method for enhancing critical thinking and communication skills in medical education. However, in first-year medical students, the specific and detailed effects have yet to be explored, especially across resource-rich and resource-limited educational settings.ObjectiveThe scoping review evaluates the effects of problem-based learning on the development of critical thinking and communication skills of first-year medical students and compares the effectiveness of the method in resource-rich and resource-limited environments.MethodsThis scoping review followed Arksey and O’Malley’s framework. A systematic search of the literature was conducted on Google Scholar, PubMed, and ProQuest for studies published between 2015 and 2024. Included studies were screened according to the defined criteria, and data were extracted on study characteristics, interventions, and outcomes measured.ResultsA total of eight studies were found that met inclusion criteria: only one among them exclusively studied first-year students. The results of this cross-sectional study (with a descriptive self-report questionnaire) found that first-year students have a positive attitude toward PBL since they reported the following: high engagement (97%) and improved teamwork (87%). The included studies reported that PBL was associated with perceived improvements in critical thinking and communication skills among undergraduate medical students in both resource-limited and resource-rich educational environment. There were methodological variations, and some regions were entirely unrepresented. All the reviewed studies were published in Asia, with no studies from Africa.ConclusionThe reviewed studies suggest that PBL may be associated with perceived improvements in critical thinking and communication skills; however, findings remain tentative due to methodological and contextual limitations.

The article substantiates the need for the implementation of creative engineering thinking in students of higher education when studying the discipline "Theoretical Mechanics". Examples of problematic issues and methods of solving them using the analysis of the proposed hypotheses are given. The purpose of the article is to justify the given method of using problem-based learning in lecture classes on theoretical mechanics using active learning methods. The main goal of higher education is the formation of competences in learners, which will allow them to constantly develop and adapt to modern requirements in the conditions of constant development of industry. The main emphasis is placed not only on the assimilation of knowledge, but also on its creative application, the ability to solve new tasks, analyze different options and achieve optimal results. Solving creative engineering problems in the style of a business game or a game session reveals and reveals creative skills and abilities, significantly increases the individual creative potential of most of the applicants and contributes to the formation of professional production skills. The work of students in such classes includes a number of actions aimed at deepening knowledge, consolidating it in practical situations and developing personal qualities, such as independence, creativity, responsibility, work planning, the ability to quickly adapt to changes and make adjustments in the work process. Active participation of students in this process is also important, which contributes to their intellectual growth and development. Problem-based learning is a method in education that actively involves students in finding, analyzing and solving real problems or situations that arise in the context of studying a specific topic or discipline. The main aspects of problem-based learning include: - active participation of students – in problem-based learning, students act as active participants in the educational process. They are aimed at independent study of the material, problem solving and joint discussion. - stimulation of critical thinking – promotes the development of critical thinking in students. They learn to analyze information, make hypotheses, solve problems and argue their opinions. - collaborative learning – where group projects or tasks are often used, which promotes the development of communication skills, cooperation and mutual assistance between students. - interdisciplinary approach – can cover different aspects from different disciplines, which allows students to consider the problem from different points of view and apply knowledge from different areas. - development of independence and initiative – this teaching method stimulates independence and initiative of students. They learn to independently find information, formulate questions and find their own ways to solve problems. - application of skills in real life – promotes the development of skills that can be applied in real life situations. It helps students understand how their knowledge can be useful in practical activities. These aspects allow problem-based learning to be an effective learning method that promotes deep learning of the material and development of key competencies in students.

In the Republic of Congo, formal teacher training is comprised of both theoretical and practical components. Theoretical training takes the form of theoretical courses within the training institution itself. On the other hand, practical training takes place in professional settings such as secondary school. The purpose of this comparative study was to identify the conceptions of critical thinking development held by pedagogical supervisors and student trainees. Rooted in a qualitative methodological approach, this research was based on Eric Lavertu's (2013) conceptual approach to the development of critical thinking during internships. Eight (08) pedagogical supervisors and nineteen (19) student-interns voluntarily participated in the study via focus groups. The results revealed a categorization of several didactic-pedagogical devices for the development of student-interns' critical thinking, according to both the pedagogical supervisors and the studentinterns themselves. To foster the development of critical thinking in student trainees, the devices mentioned specify that the supervisor must implement a supervisory pedagogical approach anchored in a socio-constructivist paradigm to accompany the student's development while employing a reflective approach in coaching. In addition, these systems stress the importance of placing the student at the center of their learning, making them a real player in their own development.

Critical thinking is crucial for biology education and requires an instructional method that allow learners to acquire the skill through hand-on experiences with content related to learners’ lives. This action research aimed to enhance the critical thinking skills of Grade 11 students using problem-based learning (PBL) integrated with forensic science issues in a biology course on the circulatory system. The study was developed in an action research design. The study involved 12 students from a public school in the Thai educational context. The research instruments included a PBL learning management plan, a critical thinking assessment, and an interview form. Data analysis showed that in the first cycle, the average critical thinking score was 67.08%, with 58.33% of students meeting the 70% threshold. After revising the learning activities, the second cycle showed an average score increase to 83.75%, with all students surpassing the 70% threshold. These findings contribute to the research area by demonstrating the effectiveness of integrating PBL with forensic science to enhance critical thinking skills in biology education. The implementation of PBL with forensic science issues should be more investigated in other topics.

The critical thinking (CT) is an intellectual basic competence to develop in the Social and Health Educators’ basic training, who work in Italian Social-Health services. Through a quasi-experimental multicentered one group study design, with pre and post test, we wanted to test if a brief module of three session of Problem Based Learning (PBL) may determinate an improvement of CT in the educational setting of two University courses, Bologna and Genova. The outcome of the research doesn’t confirm this hypothesis and highlights some important limits of this study design, which have been illustrated and analyzed. New studies will be conducted in order to prove the efficacy of PBL teaching methodology, also performed in a brief module, in the development of critical thinking in Social and Health Educators’ university courses.

This qualitative study examines the effectiveness of Problem-Based Learning (PBL) models in developing critical thinking and 21st-century skills among middle school students in multicultural classroom environments. Through an interpretive qualitative approach employing in-depth interviews, classroom observations, and focus group discussions, this research explores how PBL methodologies foster active learning and enhance students' analytical capabilities across diverse cultural backgrounds. The study involved 24 middle school teachers and 72 students from three multicultural schools in Indonesia, implementing a purposive sampling strategy. Data analysis utilized Braun and Clarke's reflexive thematic analysis framework to identify patterns and themes related to critical thinking development and cross-cultural learning experiences. Findings reveal that PBL significantly enhances students' critical thinking abilities, promotes collaborative problem-solving skills, and facilitates meaningful cross-cultural interactions. The research demonstrates that multicultural PBL environments create authentic learning opportunities where students develop both cognitive and social competencies essential for 21st-century success. However, implementation challenges include teacher preparation requirements, resource limitations, and the need for culturally responsive instructional materials. The study concludes that well-structured PBL approaches in multicultural settings effectively prepare middle school students for complex problem-solving while fostering intercultural understanding and communication skills. These findings contribute to educational scholarship by providing evidence-based insights into the integration of active learning methodologies with multicultural education frameworks

В настоящей статье рассматривается проблема развития критического мышления у студентов неязыковых специальностей на занятиях по английскому языку. Актуальность данной темы обусловлена тем, что в современном мире, характеризующемся стремительным развитием информационных технологий и глобализацией, критическое мышление становится одним из ключевых навыков, необходимых для успешной профессиональной деятельности и личностного роста. Цель исследования заключается в выявлении эффективных стратегий и техник, способствующих формированию и развитию критического мышления у студентов неязыковых специальностей в процессе изучения английского языка. Материалы и методы исследования включают в себя анализ научной литературы по проблеме развития критического мышления, а также эмпирическое исследование, проведенное на базе трех российских университетов (НИУ ВШЭ, МГУ им. М.В. Ломоносова, СПбГУ) в период с сентября 2022 года по май 2023 года. В исследовании приняли участие 150 студентов 1-2 курсов неязыковых специальностей (экономика, менеджмент, юриспруденция, социология). Методы исследования включали анкетирование, тестирование, наблюдение за учебным процессом, а также статистическую обработку полученных данных с использованием программы SPSS Statistics 23.0. Результаты исследования показали, что наиболее эффективными стратегиями развития критического мышления у студентов неязыковых специальностей на занятиях по английскому языку являются: 1) использование аутентичных материалов (научные статьи, публицистические тексты, видеолекции), стимулирующих аналитическое мышление и способность к критической оценке информации; 2) применение интерактивных методов обучения (дискуссии, дебаты, ролевые игры, кейс-стади), развивающих навыки аргументации, контраргументации и принятия решений в проблемных ситуациях; 3) внедрение технологии проблемного обучения, предполагающей создание на занятиях проблемных ситуаций, требующих от студентов самостоятельного поиска решений и творческого подхода. Согласно результатам тестирования, у 78% студентов экспериментальных групп наблюдалось значительное повышение уровня критического мышления (прирост составил в среднем 23%), в то время как в контрольных группах данный показатель увеличился лишь на 5%. This article examines the problem of developing critical thinking among students of non-linguistic specialties in English classes. The relevance of this topic is due to the fact that in the modern world, characterized by the rapid development of information technology and globalization, critical thinking is becoming one of the key skills necessary for successful professional activity and personal growth. The purpose of the study is to identify effective strategies and techniques that contribute to the formation and development of critical thinking among students of non-linguistic specialties in the process of learning English. The research materials and methods include an analysis of the scientific literature on the development of critical thinking, as well as an empirical study conducted on the basis of three Russian universities (HSE, Lomonosov Moscow State University, St. Petersburg State University) in the period from September 2022 to May 2023. The study involved 150 students of 1-2 courses of non-linguistic specialties (economics, management, law, sociology). The research methods included questionnaires, testing, monitoring of the educational process, as well as statistical processing of the data obtained using the SPSS Statistics 23.0 program. The results of the study showed that the most effective strategies for developing critical thinking among students of non-linguistic specialties in English classes are: 1) the use of authentic materials (scientific articles, journalistic texts, video lectures) that stimulate analytical thinking and the ability to critically evaluate information; 2) the use of interactive teaching methods (discussions, debates, role-playing games, case studies) that develop argumentation, counterargument and decision-making skills in problematic situations; 3) the introduction of problem-based learning technology, which involves the creation of problematic situations in the classroom that require students to independently find solutions and a creative approach. According to the test results, 78% of students in the experimental groups had a significant increase in the level of critical thinking (an average increase of 23%), while in the control groups this indicator increased by only 5%.

Objective To assess systematically the effect of problem-based learning (PBL) versus traditional methods in nursing students.Methods Relative literature was searched by computer at home and abroad.according to the inclusion and the exclusion criteria,which were analyzed by RevMan5.2 software,and literature selection and repetition were used according to the Note Express software.Results A total of 9 studies of randomized controlled or not randomized controlled trial were brought into the study by random effects model.A total of 1 187 were collected into the study,574 in the experimental group and 613 in the control group.According to subgroup analysis showed by measurement scale,problem-based learning (PBL) can significantly improve the critical thinking ability of nursing students.The results had high stability and reliability.Conclusions PBL teaching method can significantly improve the critical thinking ability of nursing students,and provide a better learning method for clinical teachers and students,which is worthy of further promotion. Key words: PBL teaching method; Nursing students; Critical thinking; Meta analysis

This study aims to determine: 1) the difference in the effect of problem based learning and discovery learning on students' critical and creative thinking skills, 2) the effect of problem based learning and discovery learning on students' critical and creative thinking skills simultaneously. This type of research is a quasi-experimental design with a nonequivalent comparison-group design. Collecting data using pre-test and post-test in the experimental class I and II. The data analysis technique used the independent sample test and Manova test with the help of the IBMM SPSS Statistics version 23 application. The results of the independent sample test showed that the critical thinking variable obtained a score of tcount 2.180 > ttable 1.996 with df. 66 and creative thinking variable with a score of tcount 2.103 > ttable 1.996. Based on these results, it can be concluded that there are different effects on critical and creative thinking skills. In the Manova test results obtained a significance of 0.26 <0.05 so that it can be concluded that there is an effect on critical and creative thinking skills simultaneously on the material for the development of the Islamic empire. The comparison results show that discovery learning has more influence on critical and creative thinking skills with an n-gain of 0.49, compared to problem-based learning with an n-gain of 0.41.

The formation of qualified specialists in the field of physical culture and sports involves not only the development of physical qualities, but also a deep understanding of the biochemical processes underlying the physiological reactions of the body during training and sports activities. The main goal of the educational component is to develop a system of theoretical knowledge about the chemical structure of the human body, the metabolism of the most important substances and their role in ensuring muscle activity; biochemical basis of the processes of contraction and energy supply of muscle activity, patterns of sports training, processes of fatigue, recovery, adaptation; familiarization with the basic biochemical methods of control in the practice of sports activity and interpretation of biochemical research data; formation of integral competence, general competence. The article is devoted to the consideration of problem-based learning methods in the context of studying biochemistry and biochemical bases of physical education by students majoring in physical culture and sports. The theoretical foundations of problem-based learning, its importance in the formation of critical thinking of students and the development of their professional competencies are analyzed. Examples of the application of problem-based learning methods in the educational process to achieve a deeper understanding of the biochemical processes occurring in the human body during physical activity are given. It has been proven that the use of problem-based learning with the integration of innovative technologies enables students not only to learn theoretical material but also to apply it in practice. Virtual laboratories, digital simulations, and mobile applications allow creating an interactive learning environment that stimulates analytical thinking and decision-making skills. Problem-based learning methods are an effective tool for teaching complex biochemical concepts to students of physical education and sports. They allow not only to provide a deep understanding of the theoretical aspects of biochemistry, but also contribute to the development of critical thinking, the ability to work independently and solve practical problems. The introduction of such methods into the educational process improves the quality of training of specialists who are able to effectively apply the acquired knowledge in their professional activities.

This study aims to comprehensively describe the profile of critical thinking skills among fifth-grade students at SDN Masangan Wetan in the context of learning about the human digestive system. The research focuses on identifying both internal and external factors that support or hinder the development of critical thinking skills. Using an essay-based assessment grounded in Facione’s framework, which includes interpretation, analysis, inference, and evaluation, the study measured students’ critical thinking abilities. Additionally, interviews with teachers provided insights into the instructional strategies, media usage, and teaching models employed to foster critical thinking. The findings show that students’ critical thinking skills vary across different indicators, with the highest proficiency in interpretation and the lowest in evaluation. Internal factors such as motivation, cognitive ability, and self-efficacy positively influence skill development, while external factors including a supportive learning environment, innovative teaching methods, and diverse educational media also play crucial roles. The study found that integrated, interactive media and student-centered models like Problem-Based Learning and collaborative learning significantly enhance critical thinking. Conversely, conventional teaching practices and limited media use restrict students’ critical thinking growth. Teacher interviews highlighted the importance of practical learning activities and varied instructional materials to engage students actively. These results underscore the necessity for educators to implement multifaceted approaches that address both student-internal and environmental factors to optimize critical thinking development. The study involved a total sample of 35 students, and quantitative data were analyzed using descriptive statistics, with mean scores and standard deviations reported to illustrate proficiency levels across critical thinking indicators. Ultimately, the research contributes valuable evidence for educational stakeholders seeking to improve science education quality through enhanced critical thinking skills, especially in primary education settings. Future studies are recommended to include larger samples and statistical tests such as t-tests or ANOVA to strengthen the generalizability and significance of findings.

Today, the need for the formation and development of critical thinking attracts more and more attention from foreign and domestic scientists. It was found out that this is primarily due to the lack of independence, social orientation, motivation and effectiveness of thinking of the younger generation. There is a tendency to increase the flow of information with which a person interacts on a daily basis, but the question arises not only of perceiving and memorizing this information, but also of critical understanding, highlighting important characteristics, and achieving the truth of knowledge. The development of critical thinking becomes the main task of education, in particular higher education, it is an important component of the intellectual development of future teachers. The article considers the need to develop critical thinking skills in future educators. The didactic features of the mentioned phenomenon among students of higher education in the specialty 012 Preschool education during the study of the discipline «Formation of soft skills of a modern specialist in preschool education» were revealed. Education focused on the development of critical thinking is an urgent methodological problem of modern education. Techniques for the development of critical thinking make it possible to obtain positive results in the formation of active mental activity of students. The specified type of thinking is aimed at developing skills for working with information, the ability to analyze and apply this information in solving professional situations. Based on the analysis of scientific literature, the interpretation of the concept of «critical thinking» from the perspective of psychological and pedagogical science, namely the views of researchers of the past and modern scientists, is highlighted. The author describes the methods and techniques of developing critical thinking. Among them, the following were found to be effective: «INSERT», «Open microphone», «Brainstorming», «Conjecture tree», «Written discussion», «Thick and thin questions», «PRES-formula», «Fishbone». The specified methods and techniques accustom students to independent thinking, a critical look at alternative solutions to existing problems, and the choice of well-founded argumentation. Emphasis is placed on the application of the problem-based approach in the educational process, which is the main tool for the development of critical thinking, because it contains a contradiction that allows students to form their own attitude to the issues under consideration. It has been proven that during the study of micro- and macroeconomics, effective methods of developing critical thinking are the division of students into groups and teamwork during preparation for debates, and the important role of essay writing is also analyzed. Key words: critical thinking, professional training, future educator, «INSERT», «Written discussion», «PRES-formula», «Fishbone».

This qualitative study investigates the integration of Problem-Based Learning (PBL) as a pedagogical approach to develop critical thinking competencies among secondary education students. The research examines how PBL methodologies can be effectively implemented to enhance students' higher-order thinking skills within the Indonesian educational context. Through a comprehensive analysis of classroom observations, in-depth interviews with educators, and document analysis, this study identifies key implementation strategies, challenges, and outcomes of PBL integration. The findings reveal that PBL significantly improves students' analytical reasoning, problem-solving abilities, and metacognitive skills when systematically incorporated into the curriculum. Furthermore, the research highlights the importance of teacher preparation, supportive learning environments, and authentic assessment methods in maximizing the effectiveness of PBL for critical thinking development. This study contributes to the growing body of knowledge on innovative pedagogical approaches in secondary education and provides practical recommendations for educators and policymakers seeking to foster critical thinking competencies essential for 21st-century learners.

This article discusses the conditions, content and features of the project method in teaching university students English, as well as the influence of this method on the development of critical thinking in their self-study. Using a survey method based on a self-developed questionnaire conducted among teachers and master's students, a current assessment of the application of the project method and an understanding of the essence and purpose of projects in universities was identified with the results in the form of graphical charts in percentages. Being a relevant method in the modern world, the project method involves students in the active independent development of critical thinking, thereby investing in them the initial skills of composing research papers, which are so necessary in the life of the university. All this leads to the success of students in the field of scientific and educational activities and to the development of professionally significant competencies. The results of this article are the problems of using the project method, focused on the critical thinking of students in the process of self-study, identified through a survey in universities and proposed appropriate solutions. These solutions may be useful for teachers preparing teaching projects and for subsequent research in the field of education and methods of teaching a foreign language. The value of this article is explained by modern trends in the search for specialists with critical thinking skills, which are achieved through the competent use of the project method in universities.