Experiencias de enseñanza de las ciencias mediante aprendizaje basado en proyectos ABPr

Abstract

This research arises from the author's concern regarding the possibility of analyzing the impact generated by the use of project-based learning in a natural sciences teacher in her classes. The study is framed within qualitative research and aims, above all, to make a categorical analysis of the repercussions generated in a natural sciences teacher by the use of PBL in her practices, from the teacher's didactic knowledge, to teaching methodologies and the active learning. As data collection instruments, the field diary, the semi-structured interview and voice recordings were used. The work sessions through the ABPr, were divided into 5 sessions in an orderly manner and through teaching guides linked to a problem, these were guided by the study group teacher. Finally, it is concluded that the Project-Based Learning methodology contributes to the generation of significant alterations and reflections in the science teaching process.