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

Abstract

Abstract: The present study on Project-Based Learning (PBL) and the use of technological tools in the teaching of experimental sciences aims to evaluate the impact of Project-Based Learning (PBL) and the use of technological tools in facilitating the learning of experimental sciences. A qualitative bibliographic approach is adopted, based on the systematic review of 20 academic articles selected through databases such as Scopus, Web of Science, SciELO, and Redalyc. Inclusion criteria such as thematic relevance (PBL, ICT, and experimental sciences), qualitative approach, and publications between 2019 and 2024 were applied. Studies with quantitative approaches or outside the disciplinary area were excluded. The findings reveal that PBL, complemented with technological tools such as Liveworksheet, Socrative, and ChemSketch, fosters the development of scientific skills, critical thinking, and motivation in learning. It is concluded that this methodological combination transforms the educational process, promoting meaningful teaching, with active and innovative thinking towards student motivation. The research offers relevant contributions to strengthen teaching practice in both face-to-face and virtual contexts.