Fostering Critical Thinking Through Project-Based Learning: A Framework for Curriculum Design and Pedagogical Innovation
DOI:
https://doi.org/10.31185/wjfh.Vol21.Iss4.1331Keywords:
Project-Based Learning, Critical Thinking, Curriculum Design, Pedagogical Innovation, Mixed-Method Research, Inquiry-Based LearningAbstract
This research investigates Project-Based Learning’s (PBL) capacity to cultivate critical thinking among students and formulates a practical model for curriculum developers and teachers. Although 21st-century skills are emphasized, critical thinking remains underdeveloped in traditional lecture-based environments. Grounded in constructivist and inquiry-based theories (Vygotsky, 1978; Paul & Elder, 2014), the study employed mixed methods, collecting pre- and post-test data from student reflections, teacher observations, and high school students exposed to PBL. Results showed higher critical thinking scores for the experimental group (M = 81.5, SD = 6.2) than for the control group (M = 69.3, SD = 7.5). Qualitative findings indicated enhanced learner autonomy, problem-solving ability, and engagement, supported by prior studies (Hmelo-Silver, 2004; Kokotsaki et al., 2016). The paper suggests strategies for applying PBL in curriculum development and teacher education while addressing challenges such as assessment alignment and time constraints. PBL advances educational theory and practice by fostering critical thinking through innovative pedagogy.
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