El Aprendizaje Basado en Proyectos y el uso de herramientas tecnológicas para la enseñanza de las ciencias experimentales

Abstract

Abstract: The main objective of this study is to evaluate the impact of Project-Based Learning (PBL) and the use of technological tools in the teaching and learning of experimental sciences. A qualitative, bibliographic-documentary research study was conducted, based on the analysis of academic sources such as Redalyc, Scielo, Scopus, and Google Scholar. Inductive, synthetic, hermeneutic, and analytical methods were used to understand and interpret the contribution of PBL and educational technologies. Bibliographic review and documentary analysis were used as techniques, supported by thematic categorization matrices. The results show that PBL promotes the development of skills such as autonomy, critical thinking, and collaborative work, while digital tools allowed for personalized learning and facilitated access to scientific content. Likewise, the need to strengthen teacher training in the use of PBL was identified. In conclusion, the integration of PBL and technology transforms traditional educational practice, promoting more dynamic, inclusive, and contextualized teaching, aligned with the current challenges of science education.