According to the Organization of American States (OAS), an important challenge in Latin America is the low relevance of education, with very few secondary education students focused on science, technology, engineering and mathematics (STEM), which are disciplines associated with A higher level of income. In addition, the region lags behind in the STEM fields of study, especially in science, which has enrollment levels between 2 and 7%, compared to the average of 10% in OECD countries (OAS, 2017).
To take care of this problem is that Project-Based Learning is born, this is a pedagogical method that puts students at the center of their own education, so that they are an active agent in their own learning process. In this method, the school community reflects on what, how and why they are learning.
We present below three cases of international success occupying the ABP methodology:
Virtual Museum: this is a project carried out by the 4-grade students of the Montserrat School in the city of Barcelona, Spain in the context of the subject of Technology, Information Technology and History. The objective of the project was the creation of a 360 ° virtual museum with international works of art from the Baroque. This project was divided into different phases: Immersion, Scaffolding and planning-preparation of the final product. The results of this project were very positive for both the students and the final viewers, if they want to see these results in a better way we leave you their YouTube channel: https://www.youtube.com/watch?v=6j2vn7E-noo
On the other hand, we have the research written by María Fernanda Cabezas of the University of Granada, Spain called LEARNING BASED ON PROJECTS IN THE UNIVERSITY FIELD: AN EXPERIENCE OF METHODOLOGICAL INNOVATION IN EDUCATION, this, takes us out of school and takes us to University, where the ABP methodology is also highly effective. In this research there are a total of 228 students of the Infant Education, Pedagogy and Social Education careers, it aims to show the effectiveness of the ABP methodology through two instruments; one aimed at checking the evolution of the students’ willingness to work by reflecting on their performance in the group and their peers, and another focused on assessing the level of student satisfaction with the methodology. The results are highly positive, correlated with different previous investigations in which similar work has been carried out, verifying that it increases the performance, motivation, and ability to work in a group of students. We leave you the study in case you want to read it whole: https://www.redalyc.org/pdf/3498/349853220027.pdf
Finally, another successful experience of the ABP methodology is found in the study Project Based Learning: Reports of an Experience. Virtual environment for the Transversal Learning of Mathematics Oriented Sciences, by Maricel Alauzis and Silvana Cataldo of Argentina, this project was born with the initiative to promote the development of autonomy in students, their creativity and their own abilities, for which , it is not important the “quantity” of contents that can be worked in a school year, but the way in which this work is proposed and carried out. The group chosen is the first year of the high school of the Osvaldo Pugliese school and the authors emphasize that thanks to the results that were observed and the acceptance of this modality of work by students and teachers from other areas, this year (2017 ) It was planned to test the same work modality in the 5th mathematical year, including other curricular areas of the same Institution. To read the full article click here https://fido.palermo.edu/servicios_dyc/publicacionesdc/vista/detalle_articulo.php?id_libro=695&id_articulo=14784
Project-based Learning makes active teaching in girls and boys much more possible, it is a change in the educational structure that is mainly based on the need to reach the interests of the student and the demand of society and skills of the 21st century. Join this revolution!
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