PROBLEM-BASED LEARNING TECHNOLOGIES FOR DEVELOPING INFERENTIAL SKILLS IN STUDENTS

Abstract

Problem-based learning (PBL) technologies have emerged as a powerful pedagogical strategy for enhancing inferential reasoning, critical thinking, and problem-solving abilities among students. This study examines the role and effectiveness of PBL in the development of inferential skills, highlighting how carefully structured problems, collaborative learning environments, and guided inquiry processes stimulate analytical reasoning and evidence-based decision-making. By integrating theoretical perspectives from cognitive psychology, constructivist learning theory, and experiential learning, the research explores mechanisms through which PBL fosters both cognitive and metacognitive competencies. Empirical findings suggest that engaging students in problem-driven tasks, iterative feedback, and reflective discussions enhances their capacity to generate hypotheses, draw logical conclusions, and apply inferential reasoning to novel situations. This study underscores the dual function of PBL as both a learning facilitator and a diagnostic instrument, providing educators with insights into students’ reasoning processes while actively promoting analytical skill development.