Problem-Based Learning (PBL) as a Socioconstructivist Strategy to Learn Legal Reasoning
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| Autor: | |
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| Formato: | artículo original |
| Estado: | Versión publicada |
| Fecha de Publicación: | 2026 |
| Descripción: | This article explores the use of a case-based strategy as part of Problem-Based Learning (PBL) in the Legal Reasoning II course taught at the University of Costa Rica, Guanacaste Campus during the second term of 2024. The aim of this study was to evaluate the implementation of PBL as a strategy to foster the development of legal interpretation and argumentation skills. It follows a qualitative approach which combines a literature review, the analysis of students’ reports, and students’ perceptions about this method. The results show that implementing PBL promoted the construction of knowledge and the development of skills stated in the course outline. Students’ perception of this strategy was positive, and they deemed it useful in order to understand key aspects as well as to reinforce self-regulated learning, development of soft skills, and critical thinking, among other aspects. It can be concluded that PBL is a fitting strategy to implement in Law courses since the learning-teaching process is viewed from a social constructivist approach. From this experience, it is mostly recommended for introductory courses due to its focus on promoting self-regulated learning. |
| País: | Portal de Revistas UNA |
| Institución: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| Lenguaje: | Español Inglés |
| OAI Identifier: | oai:www.revistas.una.ac.cr:article/21796 |
| Acceso en línea: | https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/21796 |
| Palabra clave: | active learning critical thinking pedagogy educational methods educational research higher education law problem-based learning aprendizaje activo aprendizaje basado en problemas derecho educación universitaria investigación pedagógica métodos de enseñanza pedagogía de pensamiento crítico |