Problem-Based Learning (PBL) and Critical Thinking: Strategies for the Development of Cognitive Skills in Elementary Education

Abstract

This study investigates the impact of Problem-Based Learning (PBL) on the development of critical thinking in elementary school students. A qualitative-quantitative approach is adopted, using Likert scale surveys to measure cognitive skills and semi-structured interviews to deepen teachers' perception of PBL. The sample includes 120 students and 10 teachers from public educational institutions. The results show that PBL encourages reflection, analysis and informed decision making, although its implementation faces methodological challenges. It is concluded that PBL is an effective strategy to strengthen critical thinking in basic education, requiring teacher training and curricular adjustments.