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 theoretical contributions of Project-Based Learning (PBL) and technological tools to the teaching and learning of experimental sciences, adopting a qualitative approach. In terms of design, it is a systematic review of a documentary and interpretive nature; no human participants were involved. The methods employed hermeneutic, analytic-synthetic, inductive, and deductive facilitated the understanding, organization, and linking of the findings. Regarding the techniques used, a systematized search was conducted, supported by documentary analysis, information extraction, thematic coding, categorization, and interpretive synthesis. Keywords, synonyms, and Boolean operators in both Spanish and English were combined, linking PBL, educational technology, and experimental sciences. The databases consulted included Scopus, Web of Science, SciELO, Redalyc, Dialnet, and Google Scholar. Twenty-four peer-reviewed articles published between 2021 and 2026 and focused on the secondary education level were selected; theses, blogs, and studies unrelated to the research topic were excluded. The findings demonstrate that ICTs enhance collaboration, motivation, autonomy, and practical application.