Aprendizaje basado en proyectos y su incidencia en la enseñanza-aprendizaje de ciencias naturales

Abstract

Today society faces constant transformations and changes that progressively influence the development of society, both in ways of life, working conditions and in the new methodological paradigms applied in the field of education, the alternatives that arise respond positively. to the needs and demands of the current context. This research work is intended to study Project-Based Learning and its incidence in the teaching-learning of Natural Sciences in the Eighth Year of the Machala High School in the city of Machala 2022-2023. Currently, project work redirects us to a substantial consideration in teaching that involves rethinking the true meaning of education, and the transformative role that each one plays. Project-based learning is a teaching-learning methodology, in which students are the central axis of the construction of knowledge, which consists of preparing their classroom project in which they apply the contents learned in the study period, from a more practical plan in order to solve problems and find solutions to problems raised in classroom projects. In this sense, the PBL is a proposal that has a substantial contribution to the development of students, this is a pedagogical approach that represents a great challenge for teachers and students. This research has a methodological design of a bibliographic and field nature, with a qualitative-quantitative approach, since the contributions of different authors from indexed journals were used to support the Project-Based Learning methodology, as referential studies, it was carried out as well. interviews and surveys for the collection of data and information, in this way, the relevance of the didactic techniques used in the classroom environment is known as a relevant instrument for the teaching learning of the students. In the most relevant results of the surveys addressed to the students, it was shown that the didactic techniques used by the teacher for teaching that the exhibitions and concept maps stand out and in lesser proportions the summaries and workshops. It was obtained that the degree of knowledge of the teachers is medium and a lower proportion is low. It was possible to observe that using mechanical methodologies and, to a lesser extent, repetitive and not very innovative methodologies, it was verified that from the perspective of teachers, the use of the Project-Based Learning technique would make it easier for them to learn Natural Sciences. In the most relevant results of the interview, it was verified that teachers make greater use of presentations to teach thematic content of the subject. It was obtained that due to lack of training opportunities, considering that he has an average knowledge of methodological strategies that are at the forefront of education. In addition, teachers consider that the traditional methodology makes it difficult to teach Natural Sciences. Having said the above, it is concluded that if teachers are not trained in innovative techniques, the classes would become routine and not very dynamic, which would affect the significant learning of the students, having difficulties in understanding the subject, as well as demotivation and lack of interest in the subject. Therefore, Project-Based Learning is a methodological technique that has a great contribution that positively influences the teaching-learning of Natural Sciences for students.