Маја Ж. Косановић, Универзитет у Новом Саду, Филозофски факултет, Нови Сад, Србија, имејл: majakosanovic1993@gmail.com
Бојана С. Тривуновић, Универзитет у Новом Саду, Филозофски факултет, Нови Сад, Србија
Иновације у настави, XXXV, 2022/4, стр. 47–58

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DOI: 10.5937/inovacije2204047K

Резиме: Критичко мишљење једна је од кључних вештина за 21. век. Сматра се једним од основних исхода учења те је у фокусу бројних дискусија о концепту квалитета у високом образовању. У том смислу, развили су се многобројни начини којима се жели подстаћи развој критичког мишљења, а један од њих је проблемски засновано учење. У овом раду полазимо од терминолошких одређења појмова проблемски заснованог учења и критичког мишљења како бисмо расветлили њихову повезаност у контексту високошколске наставе. Ауторке у раду настоје да прикажу утицај проблемски заснованог учења на подстицање критичког мишљења студената анализом резултата теоријских и емпиријских истраживања поменуте проблематике. Осим предности, истичу се и недостаци у виду додатних истраживања у контексту високог образовања, као и поновног појмовног разматрања концепта критичког мишљења.

Кључне речи: проблемски засновано учење, критичко мишљење, високо образовање.

Summary: Critical thinking is one of the key 21st century skills. It is considered to be one of the fundamental learning outcomes, which makes it a topic of many discussions on the concept of quality in higher education. Consequently, many ways have been developed to encourage the development of critical thinking and problem-based learning is one of them. In this paper we start from terminological definitions of the concepts related to the problem-solving learning and critical thinking in order to shed more light on their correlation in the context of learning in higher education. The authors of the paper show the impact of the problem-solving learning on encouraging students’ critical thinking by analyzing the results of theoretical and empirical research of the above-mentioned problem area. Apart from advantages, we point out the disadvantages in terms of additional research in the context of higher education, as well as conceptual consideration of the critical thinking concept.

Кeywords: problem-based learning, critical thinking, higher education

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