Aprendizaje basado en problemas para promover competencias investigativas, estudios sociales, séptimo grado, Escuela de Educación General Básica Bolivia Benítez, Machala, 2022-2023

Abstract

Active methodologies in the student teaching process are a primary factor for the promotion of basic research skills, allowing the development of significant learning. However, in the context of the research, through observation, the scarcity of knowledge on the part of teachers regarding the application of the Problem-Based Learning (PBL) method is identified. This approach places the student in a central role in sociocultural dynamics, which has a significant impact on educational reality. The present research focuses on addressing a problem that is evident in various educational institutions, particularly related to the adoption of updated pedagogical methods in the teaching-learning process, which generates uncertainty in the development of cognitive skills. Furthermore, it seeks to analyze the influence of these methods in the educational context, specifically in the field of the subject of social studies. To achieve the objectives, a bibliographic research methodology is chosen that involves consulting databases in indexed journals. This approach is generated with the purpose of theoretically substantiating the field research project, which will be carried out at the "Bolivia Benítez" School of Basic General Education. In addition, methodological approaches of an inductive-deductive, hypothetical-logical nature were mainly used. These approaches facilitated the collection of reliable data intended for the verification of hypotheses raised in the study. It is important to highlight that a series of instruments were used, such as interviews, surveys and observation guides, which contributed significantly to the validation of the information collected. Firstly, the investigative process begins with the diagnosis stage, whose main purpose is the identification of the object of study. Next, we proceed to formulate the research problems, define the objectives and develop hypotheses. For data collection, specific techniques and instruments were used that allowed obtaining accurate and relevant information. The data collected were exhaustively analyzed and used as a basis for formulating the proposal to provide an adequate solution to address the problem. identified. In response to the identified need, the proposal of an innovative and creative nature is formulated, oriented towards the facilitation of previously acquired learning. This proposal is materialized in the form of a video tutorial that is integrated into a demonstration class in the context of the subject of social studies. This video tutorial is presented as a visual technological tool and is positioned as an educational scaffold for educators. The reason behind this choice lies in its availability on a virtual platform, which makes it easier for users to access and view. In essence, this educational approach involves using authentic problems or real-world situations as a starting point for the learning process. In this context, learners collaborate in teams to address these challenges, which promotes critical thinking. In addition, Problem Based Learning (PBL) stimulates the development of research skills by requiring the search for information, analysis and interpretation of data. It is not limited only to the acquisition of knowledge; It also prepares students to face challenges in their daily lives. In this way, PBL fosters autonomy, intrinsic motivation and the ability to solve problems in an increasingly globally interconnected environment.