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Author
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Chen and Dai-Ling
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Year
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2015
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Publisher
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Durham University
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Abstract
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This study examines how problem-based learning (PBL) can help develop critical thinking in news media literacy education in higher education. It argues that students today have greater access to information and opportunities to express ideas, making media literacy and critical thinking skills increasingly important.
The research defines critical thinking as a threshold concept and uses an epistemological threshold framework to analyze how PBL supports its development. The study involved 35 undergraduate students from an Applied English Department in Southern Taiwan and used classroom action research methods, including focus group interviews, questionnaires, teacher observations, and assessments of group work and individual writing tasks.
Findings show that students’ learning through PBL was transformative but challenging, helping them gradually develop deeper understanding and critical thinking abilities. Collaboration between peers and teachers also supported cognitive, emotional, and social aspects of learning. The study ultimately proposes a reflective framework to guide future teaching practices in media literacy and critical thinking.
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Language
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English