Perspectiva teórica sobre el Aprendizaje Basado en Proyectos y las herramientas tecnológicas en la enseñanza y el aprendizaje de las ciencias experimentales

Abstract

Abstract:This research analyzes the contribution of Project-Based Learning (PBL) and technological tools to the teaching and learning of experimental sciences. It adopts a qualitative approach, interpreting theoretical contributions, pedagogical impacts, and conceptual relationships. The study design consists of a systematized review documentary and interpretive in nature based on specific search and selection criteria. Methods such as the hermeneutic, analytical-synthetic, inductive, and deductive approaches are employed to understand, integrate, and compare information. Techniques include systematized searching, document analysis, information extraction, thematic coding, categorization, interpretive synthesis, and conceptual mapping. The search strategy utilizes keywords, Boolean operators, and combinations of English and Spanish terms related to PBL, ICT tools, the learning of experimental sciences, and motivation. The databases consulted include Scopus, Web of Science, EBSCO, Springer Nature Link, ScienceDirect, Dialnet, and Google Scholar. The review incorporates peer-reviewed articles focused on secondary or high school education, published between 2021 and 2026; it excludes theses, blogs, non-peer-reviewed sources, and studies unrelated to the topic. The results indicate that technologies applied to PBL strengthen collaboration, motivation, autonomy, and active student learning.