Aprendizaje Basado en Proyectos como metodología activa post clases virtuales.

Abstract

This study was carried out in order to demonstrate, through Project-Based Learning, how the active methodology after virtual classes generates positive changes in the teaching-learning process in second year students of parallel BGU "B" in the UEJP during the 2022-2023 school period. In this research, the qualitative approach was used, which focuses on understanding phenomena and situations in a descriptive way through the collection of non-numerical data. To this end, instruments such as interviews and surveys were applied. For the sample, 30 students were taken into consideration in a simple random way, between 15 and 16 years old, of both genders. The instruments were elaborated based on the variables, the survey presented, ten items with alternative answers and rating scales as necessary; on the other hand, the interviews applied to teachers of the institution, presented eleven questions, in a structured way, through which the results were obtained that revealed that students have experienced various benefits when using PBL. In linguistic communication skills, with 22%, as well as mastery of knowledge and the physical world, with an increase of 18%. These indicators show the strengthening of educational skills, and a broader analysis demonstrates the development of essential capacities for education in the twenty-first century. In a more general analysis it was concluded thatstudents have experienced greater engagement and participation in the learning process, benefiting the acquisition of knowledge and practical skills.