Analyzing the Role of Problem-Based Learning in Developing Critical Thinking Skills in Secondary School Students

Abstract

This study aimed to examine the role of problem-based learning in fostering critical thinking skills among secondary school students. This qualitative study employed an interpretive phenomenological approach. Data were collected through semi-structured interviews with 25 purposively selected secondary school students in Tehran. Interviews continued until theoretical saturation was reached. Thematic analysis was conducted using NVivo software. The results indicated that problem-based learning significantly enhances critical thinking skills. Three main themes emerged: "Analytical and Logical Reasoning," "Informed and Creative Decision-Making," and "Cognitive and Emotional Self-Regulation." Students reported improvements in analyzing complex problems, increased creativity in problem-solving, greater cognitive flexibility, and enhanced self-regulation skills in learning. Problem-based learning is an effective approach for developing students' critical thinking skills and can contribute to improving their cognitive abilities, decision-making, and independent learning. The findings suggest that educational systems should integrate this approach into curricula to cultivate critical thinking competencies among students.