The effectiveness of Problem-Based Learning (PBL) and Challenge-Based Learning (CBL) in developing students' thinking skills has become a key focus in modern education, especially in the context of rapid technological advancement and the growing use of artificial intelligence. This study aimed to explore how integrating these methodologies into biology and physics lessons enhances students' cognitive abilities.
Using Lesson Studies over a two-year period, PBL and CBL strategies were implemented in high school classrooms in the International School of Astana (ISA) and Nazarbayev Intellectual Schools, Kazakhstan. At the start and end of the study, students completed surveys assessing their critical thinking skills. The results showed a significant improvement, indicating that the use of PBL and CBL, combined with conceptual learning approaches, fosters independent thinking and a greater sense of responsibility for learning.
In biology, for example, students worked on real-world projects such as soil improvement and wastewater treatment. These projects not only deepened their understanding of scientific concepts but also provided practical solutions to environmental issues. Many of the student projects were recognized at competitions, highlighting the value of connecting learning to authentic challenges. Throughout the process, students developed not only academic knowledge but also essential soft skills, including teamwork, communication, and problem-solving.
Collaboration among teachers was another important factor in the success of this research. Regular feedback sessions allowed educators to reflect, refine teaching strategies, and share best practices. Conducted as a Lesson Study, the initiative followed a cycle of collaborative planning, joint observation, and reflective analysis - demonstrating its effectiveness in enhancing both student engagement and professional growth.
As part of a joint project between the ISA and the NIS Physics and Mathematics direction in Almaty (Nazarbayev Intellectual Schools, Republic of Kazakhstan), this Lesson Study series investigated the impact of innovative lesson design on students' creative and critical thinking. Teachers from both schools collaborated in a hybrid format merging offline and online sessions to plan, observe, and analyze lessons. The integration of PBL and CBL encouraged student engagement and supported the development of original ideas and innovative thinking.
Overall, the study confirms that combining PBL, CBL, and conceptual learning strategies positively influences student learning by promoting creativity, critical thinking, and autonomy key qualities for the next generation of problem-solvers.