Sviluppo del pensiero critico con metodologia problem-based learning nei corsi di studio in Educazione professionale dell’Università di Bologna e Genova. Disegno di studio quasi-sperimentale, multicentrico, con pre e post-test su singolo gruppo

Francesco Crisafulli, Serena Caselli, Federica Vitali, Cleta Sacchetti, Antonella Lotti

Abstract


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.


Keywords


CT - Critical Thinking; PBL - Problem Based Learning; HTCSR - Holistic Critical Thinking Scoring Rubric

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DOI: http://dx.doi.org/10.14601/Tutor-20592




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