Design of a problem-based laboratory program for the development of critical thinking and problem-solving skills in Energy Engineering students
DOI:
https://doi.org/10.71112/63s84138Keywords:
problem-based learning, engineering education, critical thinking, problem solving, laboratory learningAbstract
Objective: To design a laboratory program based on Problem-Based Learning (PBL) aimed at developing critical thinking and problem-solving skills in Energy Engineering students. Methodology: The research followed a qualitative approach, with a propositional scope and a theoretical-documentary design. The unit of analysis consisted of theoretical, epistemological, and didactic foundations related to PBL and experimental training in engineering. The development of the proposal comprised the analysis of the educational problem, the theoretical-epistemological foundation, and the pedagogical-curricular design. Contributions from constructionism, connectivism, complex thinking, critical rationalism, pragmatism, and experiential knowledge were considered. Results: A program was designed and organized into four phases: planning, implementation, assessment, and formative feedback. The proposal includes four modules related to electrical circuit content, with a total duration of 144 hours. As its core component, the didactic sequence Experiment–Problematize–Analyze–Discuss–Achieve (E–P–A–D–L) was established. In addition, a rubric and a checklist were incorporated to assess processes related to problem analysis, logical reasoning, creativity, decision-making, information evaluation, and environmental responsibility. Conclusions: The study made it possible to structure a pedagogical proposal that integrates PBL, experimental activities, assessment, and formative feedback in the education of Energy Engineering students. The E–P–A–D–L sequence constitutes the central component of the design by integrating experimentation, problematization, analysis, argumentation, and the formulation of solutions. Given the propositional nature of the study, the effectiveness of the program should be assessed in subsequent stages through validation processes and application in real educational contexts.
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Copyright (c) 2026 Segundo Nicolas Diestra Sánchez, Omar Bellido Valdiviezo, Isabel Deycy Capillo Lucar, Samuel Martinez Huamán, Luis Leiva Cilio, Arquímedes Iparraguirre Lozano (Autor/a)
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