PROBLEM-BASED LEARNING AS AN ACTIVE METHODOLOGY FOR STRENGTHENING SCIENTIFIC AND CRITICAL THINKING

Abstract

This study analyzes the application of Problem-Based Learning (PBL) as an active pedagogical methodology aimed at strengthening scientific and critical thinking in secondary education. It explores the theoretical foundation of PBL, highlighting its constructivist nature and its capacity to promote meaningful learning through problem-solving. The objective of this analysis is to demonstrate how PBL, by requiring students to formulate questions, analyze information, evaluate solutions, and present their findings, creates an environment conducive to the development of cognitive skills, thereby strengthening scientific inquiry processes. The study addresses the key components of PBL that directly influence scientific and critical thinking, such as student autonomy, collaboration, interdisciplinarity, and metacognitive reflection. Evidence of its impact on students’ ability to analyze, synthesize, and generate logical arguments and solutions is discussed. Finally, the challenges and practical considerations for effective PBL implementation are addressed, including the need for adequate teacher training and the design of relevant projects. It is expected to promote the adoption of PBL as a pedagogical strategy that generates knowledge and fosters the scientific and critical thinking competencies required to face the challenges of the 21st century.