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Problem-based learning is a teaching technique that seeks to promote critical thinking. The current study consisted of comparing the levels of critical thinking obtained on Facione's (2000) California Critical Thinking Skills Test (cctst-2000) by students in the health sector, who had been taught through problem-based learning, versus students in the same school who had not been exposed to this teaching technique. The results of newly enrolled and graduating students were compared. Although the literature review showed little evidence of a relation between problem-based learning and critical thinking, the results of this study show higher levels of critical thinking among students who were taught in educational settings that consider problem-based learning. An additional finding was greater balance in the development of inductive and deductive thinking among students taught with the teaching technique of problem-based learning. [ABSTRACT FROM AUTHOR]

Several pedagogical investigations have shown that Problem Based Learning (PBL) is an innovative educational proposal that promotes a meaningful learning through the development competitive skills essential for anyone's intellectual growth. However, in this educational approach, the problems require to be thought as problems to learn under a science learning context and based on relevant questions to students. The fact that the statement of "good questions" is not easy because of the lack of a minimal knowledge about the subject as well as motivation to begin an investigation renders this educational approach very complex. Therefore, in order to prepare high school students to be able to ask questions about mineralogical issues, a set of teaching techniques such as visiting museums, reading and text analysis, and experimental activities are presented. [ABSTRACT FROM AUTHOR]