Report
Enhancing generic thinking skills of tertiary STEM students through puzzle-based learning
Supporting learners,
Educational outcomes,
Teaching strategies,
STEM
Published: 20 November 2017
This report presents findings from a year-long project assessing the effectiveness of integrating puzzles, paradoxes, and sophisms (PPS) into the curriculum to improve critical thinking skills among STEM students at the tertiary level.
Prepared by Sergiy Klymchuk, Mike Thomas, Sergei Gulyaev and Tanya Evans.
A one-year project to evaluate the impact of the regular use of puzzles, paradoxes and sophisms (PPS) as a pedagogical strategy for enhancing generic thinking skills of tertiary science, technology, engineering and mathematics (STEM) students.
Co-funded by
Ako Aotearoa’s
Regional Hub Project Fund
Partnered with
Auckland University of Technology (AUT)