Critical thinking skills assessment with PENCRISAL test in a hybrid approach to PBL

Abstract

[EN]Undoubtedly, the level of achievement that can be expected when implementing PBL methodology is linked to substantial changes in connection to the institution, faculty and students, in such a way that a successful transition towards a learning-centered environment can be achieved. The different PBL approaches, commonly called hybrid methods, frequently show experiences in single courses belonging to a traditional curriculum, which are much more sensitive to the effects of different institutional, administrative and academic factors on expected achievement. The benefits in developing higher order thinking skills than can be achieved in implementing the PBL model, particularly in the training of engineers, are well known. However, in hybrid PBL approaches, these benefits may be affected. Our previous studies in the context of implementing a hybrid PBL approach with freshmen engineering in a Peruvian university showed that one of the most sensitive points was the consolidation of an efficient teamwork dynamic, which is one of the fundamental pillars on which PBL entire process is sustained. These results also showed the influence of this factor on indicators of students’ academic performance. In this paper the results of the evaluation of achievements in the development of critical thinking skills in a similar context to the above studies are reported, in addition the level of influence of the teamwork dynamics on the development of these abilities are examined. For the evaluation of the critical thinking skills PENCRISAL test was used, this instrument was developed by a research group at the University of Salamanca (Spain) and validated in both Spanish and Peruvian population. PENCRISAL is set on five factors: deduction, induction, practical reasoning, decision making and problem solving.