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 presents the theoretical contributions of Project-Based Learning (PBL) and technological tools to the teaching-learning processes in the experimental sciences. The study employed a qualitative approach, consisting of a systematic literature review of twenty-four scientific articles written in Spanish, English, or Portuguese and published between 2022 and 2026 sourced from the Google Scholar, Springer Nature, and Scopus databases. These works demonstrate the relationship between PBL, ICT (Information and Communication Technologies), and the teaching of experimental sciences at the secondary education level. They indicate that simulators, augmented reality, interactive response systems, collaborative digital journals, and gamification technologies help students understand abstract phenomena through collaboration and active, constructivist learning. Consequently, it is concluded that PBL and ICT create a virtuous cycle that fosters increased motivation, greater participation, and the development of skills.