Aprendizaje Basado en Proyectos y el uso de herramientas tecnológicas para la enseñanza aprendizaje de las ciencias experimentales

Abstract

Abstract: This research analyzes Project-Based Learning (PBL) and the use of technological tools for teaching experimental sciences. The general objective was to analyze how PBL, supported by technological tools, contributes to meaningful learning. The study focused on the context of experimental science education specifically within the Ecuadorian educational landscape using a qualitative approach based on document and literature analysis. Inductive, analytical, synthetic, and hermeneutic methods were employed. Techniques included a systematic literature review and content analysis, supported by instruments such as categorization matrices and digital analysis logs. Inclusion criteria were established based on the currency and relevance of publications and the educational approach; documents that were duplicates, outdated, or unrelated to the analysis objective were excluded. The results demonstrate that PBL, when integrated with technological tools, fosters student motivation, critical thinking, and active participation. It is concluded that this methodology, combined with technological resources, constitutes an effective strategy for teaching experimental sciences.