Aprendizaje basado en proyectos y el uso de herramientas tecnológicas para la enseñanza de las ciencias experimentales

Abstract

Abstract: Current education has undergone changes that strengthen the teaching and learning of students. In this sense, the present study aims to analyze the theoretical contributions of Project-Based Learning (PBL) and technological tools in the teaching and learning processes of experimental sciences. A qualitative methodological approach was used, based on the review, analysis, and interpretation of scientific articles. The databases consulted included Scopus, Web of Science, Dialnet, Scielo, and Redalyc. Boolean operators were used to search for and select articles, applying filters such as year of publication, English or Spanish language, open access, subject area, and document type. The inclusion/exclusion criteria considered categories such as the relevance of the title, keywords, abstract, complete reading, and elimination of duplicates. As a summary of the results, it was concluded that PBL, together with technological tools such as virtual laboratories, simulators, and augmented reality, improves the understanding of complex concepts, encourages critical thinking and problem solving, and promotes active and motivating learning, strengthening commitment and collaboration.