Higher Order Thinking and Critical Thinking Skills in Problem-Based Learning Environments: A Systematic Review

Abstract

Critical thinking is widely considered an important competency to acquire in education. Learner exposure to problems and collaboration has been shown to help in improving critical thinking processes. These elements are contained in a learner-centered learning environment, such as problem-based learning. In addition to critical thinking, higher order thinking skills also contain elements of PBL. However, the definitions of HOT and critical thinking are often poorly defined and overlapping. Therefore, this SJR research aims to investigate how HOTs and critical thinking are conceptualized in a PBL environment. Another objective of this study was to review the evidence of the effectiveness of the PBL environment in developing HOTs and critical thinking. The results showed that from various references, it was found that the focus of the study was more on the process of critical thinking rather than critical thinking disposition (i.e., the tendency or willingness to engage in critical thinking). Furthermore, despite the positive effects of PBL on HOTs and critical thinking, limitations in the findings include the lack of clarity and consistency in how researchers conceptualize and measure these forms of thinking, both HOTs and critical thinking. In addition, important components of PBL are often overlooked. Finally, the study also identified various design issues in the effects study, such as the lack of a control group, which makes the results of the investigation questionable.