La metodología abp (aprendizaje basado en problemas) como estrategia para abordar el tema de las categorías taxonómicas de los seres vivos a partir del conocimiento general de las arañas (orden aranae).
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This research work arises from the author's concern about the possibility of facilitating the processes of understanding of the living beings, taxonomy in the ninth grade students of the Carlo Federici IED school in the town of Fontibón, and looking for teaching strategies that would strengthen the student's profile of the institution and which / that are established in meaningful learning.
The study is framed within qualitative research and aims, above all, to make a categorical interpretation of the evaluations, descriptions and data records of the actors involved in the project (groups of students and teacher tutor), regarding the scope of the Problem Based Learning (PBL) methodology to contribute to the understanding of the taxonomic categories of living things through the use of spiders (Order Aranae) as an object of study.
As a data collection instrument, the portfolio was used and was built from the development of didactic guides with their respective evaluation rubrics, and was divided into five work sessions. Each of the seven traditional phases were applied in an orderly manner of the PBL methodology and were articulated with a laboratory practice for the morphological and taxonomic identification of spiders up to the family level. Then, the data was collected in consolidated analysis instruments and compared through a correspondence matrix with concordant aspects and elements of the PBL methodology, its scope and its direct relationship with the proposed topic and the object of study.
Finally, it is concluded that the PBL methodology contributes significantly to the understanding of the proposed topic and that the morphological and biological study of spiders facilitated this purpose.