Report

Enhancing generic thinking skills of tertiary STEM students through puzzle-based learning

Supporting learners, Educational outcomes, Learning designs and 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.

PROJECT

Enhancing generic thinking skills of tertiary STEM students through puzzle-based learning

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.

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Co-funded by

Ako Aotearoa’s
Regional Hub Project Fund

Partnered with

Auckland University of Technology (AUT)