Incidencia del Aprendizaje Basado en Problemas (ABP) con apoyo de las TIC como estrategia para el aprendizaje de Química.

Abstract

Abstract: The research addresses the impact of ICT-supported Problem-Based Learning as a strategy for learning chemistry, with the aim of analyzing the impact of PBL as a strategy for teaching acids and bases in chemistry. Methodologically, it is based on a quantitative approach, with a descriptive scope and a quasi-experimental design. The sample consisted of 60 students from the Conocoto Educational Unit, who participated in an intervention based on the PBL methodology mediated by ICT. Analytical, synthetic, inductive, deductive, and statistical methods were used, as well as PBL research and evaluation techniques and instruments, pretest and post-test surveys, and PBL satisfaction and evaluation surveys. The results reveal that PBL has a positive and significant impact on students' academic performance, reflected in a substantial improvement in post-test results in the favorable distribution of achievement levels in the experimental group compared to the control group. It is concluded that ICTsupported PBL is an effective strategy for strengthening the learning of acids and bases and improving academic performance.