Problem-based Learning as an Opportunity to Develop Students‘ Critical Thinking

The article presents the features of problem-oriented learning and the possibility to develop students‘ critical thinking through it. A model for methodological planning based on problem-oriented learning is presented. Problem solving is preceded by an introduction to the problem situation, which is overcome through the recognition of the problem situation. A key stage is the division into sub-problems. Features of nomothetic and idiographic assessment practices are traced. Problem-oriented learning focuses on consistently developing problemsolving skills. Standardized assessment options are inapplicable because the identification of one solution as more adequate than another is subject to subjective evaluation. Difficulties in assessing individual activities in problem-based learning result from the need to track the student‘s own development in terms of: problem conceptualization, solution presentation, outcome achievement, argumentative text production, hypothetical presentation of results, etc. Assessment of activities in problem-based learning is idiographic..