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Up to the Challenge? Fostering critical thinking through challenge-based learning

Jansen, Olaf Kyle (2022) Up to the Challenge? Fostering critical thinking through challenge-based learning.

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Abstract:Challenge-based learning is one of the newer educational methods to instruct students. However, as it is still relatively new, there are multiple unknowns regarding the effects of challenge-based learning. At the University College Twente, first-year students work on a semester project in which the challenge-based learning (CBL) practices are employed. Moreover, external experts in the relevant fields are involved to support and help the students. This research investigated the impact of the external experts, focussing on the effect on the critical thinking activities (CTAs) of the students. Using recorded meetings, different CTAs were observed and coded to create a developmental chart over the semester. Students were asked to fill in two surveys, one in mid-terms and one at the end of the semester, to see what students noticed in their CTA development due to experts. Last, a focus group was organized where the participants were asked to elaborate on their experiences from collaborating with the experts. Although the students did not show an increase in CTAs during the meetings, the students did indicate that the experts helped develop their CTAs. Furthermore, the experts provided support in broadening the students’ perspective. Future research could investigate the effects of CBL whilst considering the impact of interpersonal relations with the experts.
Item Type:Essay (Bachelor)
Faculty:ITC: Faculty of Geo-information Science and Earth Observation
Subject:81 education, teaching
Programme:Technology and Liberal Arts & Sciences BSc (50427)
Link to this item:https://purl.utwente.nl/essays/104537
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