EL ABP COMO METODOLOGÍA CENTRAL EN EL PROGRAMA DE PARTICIPACIÓN ESTUDIANTIL
| العنوان: | EL ABP COMO METODOLOGÍA CENTRAL EN EL PROGRAMA DE PARTICIPACIÓN ESTUDIANTIL |
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| المؤلفون: | Cinthya Isabel Game-Varas, Lenin Antonio Delgado-Moreira |
| المصدر: | REVISTA CIENTÍFICA MULTIDISCIPLINARIA ARBITRADA YACHASUN-ISSN: 2697-3456; Vol. 5 No. 9 Ed. esp. (2021): REVISTA CIENTÍFICA YACHASUN (Edición especial septiembre 2021); 2-13 REVISTA CIENTÍFICA MULTIDISCIPLINARIA ARBITRADA YACHASUN-ISSN: 2697-3456; Vol. 5 Núm. 9 Ed. esp. (2021): REVISTA CIENTÍFICA YACHASUN (Edición especial septiembre 2021); 2-13 |
| بيانات النشر: | IBKNORGCORP S.A., 2021. |
| سنة النشر: | 2021 |
| مصطلحات موضوعية: | learning, ABP, metodología, media_common.quotation_subject, aprendizaje, methodology, Collaborative learning, General Medicine, Creativity, programa educativo, participación estudiantil, Critical thinking, PBL, student participation, Pedagogy, ComputingMilieux_COMPUTERSANDEDUCATION, Personality, Christian ministry, Psychology, educational program, Educational program, media_common |
| الوصف: | This research identifies the application of the project-based learning (PBL) methodology within the student participation program (PPE), implemented nationally through the Ministry of Education for first and second year high school students. The study had a qualitative, exploratory-descriptive approach, a literature review was conducted on this methodology, and two methods were used: analytical and deductive, and the technique of a semi-structured interview applied to teacher facilitators responsible for the program was used. From the results obtained, it is highlighted that, for half of the teachers interviewed, the projects contribute to the formation of critical thinking, creativity and personality of the students to address situations that may arise within their socio-educational environment, however, they presented difficulties in adapting PBL to virtual environments, and elaborate planning neglecting collaborative learning, being directed to the fulfillment of isolated activities. It is concluded that teachers apply PBL with deficiencies in the mastery of this methodology; in addition, teachers faithfully apply the instructions of the methodological guide of the Ministry of Education of Ecuador. Keywords: PBL, learning, methodology, student participation, educational program. Esta investigación identifica la aplicación de la metodología del aprendizaje basado en proyectos (ABP) dentro del programa de participación estudiantil (PPE), implementado a nivel nacional a través del Ministerio de Educación para los estudiantes de primero y segundo de bachillerato, el estudio tuvo un enfoque cualitativo, de tipo exploratorio - descriptivo, se realizó una revisión bibliográfica sobre esta metodología, se utilizó dos métodos: el analítico y el deductivo, y se utilizó la técnica de una entrevista semiestructurada aplicada a docentes facilitadores responsables del programa. De los resultados obtenidos, se destaca que, para la mitad de docentes entrevistados, los proyectos, contribuyen en la formación del pensamiento crítico, la creatividad y personalidad de los estudiantes para abordar situaciones, que pueda presentarse dentro de su entorno socioeducativo, sin embargo, presentaron dificultades para adaptar el ABP a los ambientes virtuales, y elaboran planificaciones desatendiendo el aprendizaje colaborativo, estando direccionadas al cumplimiento de actividades aisladas. Se concluye, que los docentes aplican el ABP con falencias en el dominio de esta metodología; además, los docentes aplican fielmente las instrucciones de la guía metodológica del Ministerio de Educación del Ecuador. Palabras claves: ABP, aprendizaje, metodología, participación estudiantil, programa educativo. Abstract This research identifies the application of the project-based learning (PBL) methodology within the student participation program (PPE), implemented nationally through the Ministry of Education for first and second year high school students. The study had a qualitative, exploratory-descriptive approach, a literature review was conducted on this methodology, and two methods were used: analytical and deductive, and the technique of a semi-structured interview applied to teacher facilitators responsible for the program was used. From the results obtained, it is highlighted that, for half of the teachers interviewed, the projects contribute to the formation of critical thinking, creativity and personality of the students to address situations that may arise within their socio-educational environment, however, they presented difficulties in adapting PBL to virtual environments, and elaborate planning neglecting collaborative learning, being directed to the fulfillment of isolated activities. It is concluded that teachers apply PBL with deficiencies in the mastery of this methodology; in addition, teachers faithfully apply the instructions of the methodological guide of the Ministry of Education of Ecuador. Keywords: PBL, learning, methodology, student participation, educational program. Información del manuscrito:Fecha de recepción: 29 de junio de 2021.Fecha de aceptación: 01 de septiembre de 2021.Fecha de publicación: 09 de septiembre de 2021. |
| وصف الملف: | application/pdf; text/html |
| تدمد: | 2697-3456 |
| DOI: | 10.46296/yc.v5i9edespsep |
| URL الوصول: | https://explore.openaire.eu/search/publication?articleId=doi_dedup___::18d48a974600715309197036a78a914d https://doi.org/10.46296/yc.v5i9edespsep.0100 |
| حقوق: | OPEN |
| رقم الأكسشن: | edsair.doi.dedup.....18d48a974600715309197036a78a914d |
| قاعدة البيانات: | OpenAIRE |
| تدمد: | 26973456 |
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| DOI: | 10.46296/yc.v5i9edespsep |