Arias Gordillo Jissela Desideria, Avellan Alava Jonathan Joel, Andrade Mendoza Jose Luis, Macias Alvarado Dolores Anabel
DOI: 10.59427/rcli/2023/v23cs.4363-4368
Systematic review work maintains that learning is actively constructed through the interaction between the learner’s experiences and her prior ideas. In the Project-Based Learning (PBL) methodology, students take an active role in constructing their ideas through work on projects that require research, reflection, and practical application. The theory of meaningful learning proposed by Ausubel suggests that new knowledge is incorporated more effectively when it is related to the student’s cognitive organization. In PBL, projects are designed to connect new concepts and skills with students’ prior knowledge, allowing them to construct deeper, lasting meanings. PBL is also based on the theory of intrinsic motivation, stating that individuals are naturally motivated when they feel competent, autonomous, and socially connected. By allowing students to make decisions, take responsibility, and collaborate with others in solving real problems, PBL promotes intrinsic motivation and commitment to learning. Furthermore, PBL is based on social constructivism, which highlights the importance of collaborative learning and social interaction in the construction of knowledge. By working on group projects, students develop collaboration, communication, and problem-solving skills, and benefit from the perspectives and experiences shared by their peers. These theoretical and epistemological foundations underlying PBL support the idea that learning is an active, contextualized, and socially constructed process. The PBL approach encourages the active participation of students in the acquisition and application of knowledge, skills, and attitudes, and promotes intrinsic motivation and the development of life skills. Currently, new educational trends seek meaningful, collaborative learning and greater prominence, and for this, it is essential to improve the quality of teaching practice through active methodologies and continuous evaluations. In addition, educational policy documents have recognized the effectiveness of PBL to improve academic performance since 2019, and seek to identify its origin in the educational policy framework.
Pág 4363-4368, 16 Dec
