Orientación para fortalecer el emprendimiento de proyectos de investigación y experimentación en el área de bioquímica para estudiantes de contrajornada en el Colegio Liceo Femenino de Cundinamarca Mercedes Nariño, de la ciudad de Bogotá D.C. Colombia

Abstract

This internship report was carried out at Liceo Femenino de Cundinamarca Mercedes Nariño, a public educational institution focused on integral education, critical thinking, and the implementation of the International Baccalaureate (IB) program. The pedagogical proposal aimed to strengthen students’ research skills through Project-Based Learning (PBL) in the areas of biochemistry and chemistry. To achieve this, research projects and prototype construction activities were developed using recyclable and easily accessible materials, integrating experimentation, argumentation, and scientific writing. Throughout the internship, teaching strategies such as personalized explanations, flowcharts, and infographics were implemented to facilitate the understanding of scientific concepts and to enhance analytical and communication skills. In addition, qualitative and quantitative assessment tools, including the heuristic V and rubrics based on Bloom’s taxonomy, were applied to evaluate students’ performance and learning outcomes. The study highlighted the institutional need for teachers specialized in guiding research projects, particularly within the transition process toward the International Baccalaureate framework, which demands the development of skills such as idea presentation, collaborative work, prototype construction, and scientific language proficiency. In this context, Project-Based Learning proved to be an effective pedagogical strategy for promoting meaningful learning and preparing students for future academic and scientific challenges.