摘要：The theorising of critical thinking has long been attempted in education. Problem Based Learning (PBL) has also been reviewed and utilised in higher education building and construction related subjects. However, how certain ‘key skills’, such as critical thinking, can be integrated into PBL in order to promote deeper learning in these complex multidisciplinary environments, warrants further exploration. This paper intends to address this knowledge gap by evaluating the integration of critical thinking into PBL, drawing on a recent Higher Education Academy funded research project. The research employed a multi-methodological research design, and was carried out on a large and innovative building ‘design and build’, multi-disciplinary group project, undertaken by 67 second-year undergraduate students in the environmental building discipline at a UK university. A process model developed in the previous research was adopted for integrating critical thinking into PBL and its integration and use indicated a number of impacts on student learning. The content and timing of the integration of critical thinking theory and practice requires modification to suit student learning more effectively. Greater emphasis on critical thinking in the project, particularly linked with assessment, is also needed. The holistic approach adopted provides a useful mechanism to maximise the benefits of integrating critical thinking into PBL, which supports students in achieving optimised design solutions and enhanced employability. The findings provide evidence of capitalising on the marriage of critical thinking with PBL in environmental building education, and should contribute to future debate on critical thinking and PBL in the wider knowledge community.
关键词：Critical Thinking ; Environmental Building ; Problem Based Learning (PBL); Process ; Student Learning
