Efectividad del aprendizaje basado en proyectos en el desempeño académico de los estudiantes de 10mo. de educación básica en el área de Ciencias Naturales.

Abstract

Abstract: In the search for educational methodologies that promote greater understanding and knowledge retention in students, Project Based Learning (PBL) emerges as a promising pedagogical strategy. This approach, focused on student and in carrying out specific projects, is a viable alternative to improve both academic performance and student satisfaction. In this context, the present study focuses on evaluating the effectiveness of PBL on the academic performance of students. 10m students. Through a quasi-experimental and descriptive design, we compared the results of students involved in PBL with those of a control group that followed a traditional methodology. The non-probabilistic selection of participants, consistent in two parallels of 16 and 21 students, allowed an important analysis of the educational impact of the ABP. A combination of inductive, deductive, analytical, synthetic methods was used. statistics and hermeneutics, complemented with bibliographic review techniques, analysis of documents, observations and surveys based on a previously validated instrument and applied. Through the applied methodology, motivation, organization, interaction-collaboration and impact on learning. Despite facing limitations of time and resources, the findings indicate that PBL contributes both academic performance such as student satisfaction, highlighting the importance of adopting methodologies innovative in the teaching of Natural Sciences. This study contributes to the improvement of pedagogical practices and highlights the potential of PBL to promote a more interactive and motivating.