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 within the experimental sciences. It employs a qualitative approach focused on interpreting pedagogical meanings, conceptual relationships, and educational benefits. The study design consists of a systematized literature review based on documentary analysis, without direct participant involvement. Methodologies applied include hermeneutic, analytic-synthetic, inductive, and deductive approaches to guide the reading process and cross-reference information. Techniques involve a systematized information search, data extraction matrix, thematic coding, categorization, and conceptual mapping. The search strategy integrates keywords, Boolean operators, and combinations in both Spanish and English regarding PBL, educational technology, and experimental sciences. Sources consulted include Scopus, SciELO, Redalyc, Dialnet, and Google Scholar. The study includes peer-reviewed articles published between 2021 and 2026 related to secondary or high school education, PBL, ICT, and experimental sciences, while excluding theses and irrelevant documents. The synthesis reveals that PBL fosters problem-solving as well as processes of reflection and inquiry, whereas technologies such as collaborative platforms and simulators enhance collaboration, motivation, and active learning.