Abstract:

This paper explores the potential of Problem Based Learning (PBL) to be adapted in technical skills curriculum, in order to produce semi-professional workers who well grounded with other personal skills and abilities, such as the ability to apply knowledge, higher order thinking skills, and personal value, alongside with strong technical skills. PBL has been widely discussed around the world, at all levels of education and across disciplines; however fewer research that discusses in the context of technical education. The literature review has been conducted to investigate the theoretical perspective that supports the potential of PBL in cultivating students with capability to apply knowledge, to think creatively and critically, and to foster positive attitude in practical learning environment. In addition, the specific components in PBL processes have also been explored, in which to support the development of these competencies. In summary, PBL appears to be effective in cultivating such competencies through specific method and strategies in PBL. This is strongly supported by the theoretical perspective that link between PBL and educational theories. This discussion provides a clear evidence for educational practitioners to design PBL as a main pedagogical method in this context, and there is a need of more empirical evidence to support this theoretical aspect.

Keywords:

Problem based learning, technical education, higher order thinking skills, knowledge acquisitions, perceptions.