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 science, technology, engineering and mathematics (STEM) students at the tertiary level.
An accompanying resource offers a curated collection of puzzles, paradoxes, and sophisms tailored to foster critical thinking.
Resource download:
Report | Enhancing generic thinking skills of tertiary STEM students through puzzle-based learning (PDF, 900Kb)
Selected puzzles, paradoxes and sophisms for Tertiary STEM students (PDF, 600Kb)
Background:
A one-year project, completed in 2017, 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 STEM students.
A collaboration of Auckland University of Technology and University of Auckland.
Report prepared by Sergiy Klymchuk, Mike Thomas, Sergei Gulyaev and Tanya Evans.
Co-funded by the Ako Aotearoa Regional Hub Project Fund (RHPF)