Construcción del conocimiento en Educación Superior a través del aprendizaje por proyectos = Knowledge building in Higher Education through project-based learning

Abstract

RESUMENEste estudio presenta los resultados de la implantación del método del aprendizaje basado en proyectos (ABP) y del proceso de construcción del conocimiento en un contexto auténtico con alumnos de 4º curso de Pedagogía en la Universidad de Sevilla.Palabras clave: Aprendizaje basado en proyectos, aprendizaje universitario, actividades auténticas, construcción de conocimiento, ambientes de aprendizaje online ABSTRACTThe purpose is to share our experience using a project-based learning method within an authentic context with fourth-level undergraduate students at the Faculty of Science of Education at the University of Seville (Spain). We intended to study how the implantation of this method and knowledge building processes are delivered. We focused on knowing the results of this process in the students' own opinions. Research techniques were content analysis for open-ended survey questions, and SPSS contingency tables for closed-ended questions. Conclusions contribute to our knowledge of the advantages and problems of implanting this methodology to support the knowledge building processes.

Project-Based Learning and the Acquisition of Competencies and Knowledge Transfer in Higher Education

“…Finally, with regard to students' valuation of the project, our results were consistent with various studies in which teachers and students perceived the methodology as promoting active and responsible learning in a guided and constructive environment, especially apt for channelling students' intrinsic motivation [21,23,41,78], enhancing their perception of the learning process [41], and developing their ability to transfer knowledge to other learning contexts [79].…”

“…Definitions of PBL identify it as a kind of collaborative work carried out by a group of people within the confines of an academic program [19,20]. Other significant aspects include the need for research, the importance of self-directed work, the use of various resources, the presentation of a final report, and, most importantly, the meaningful internalization of competencies while working [10,[21][22][23][24]. PBL helps students to take responsibility of their own learning, particularly in their understanding and application of academic concepts.…”

“…In the last few decades, the approach has shown itself to be especially effective applied to degrees in Education [37,38,45,[47][48][49][50], as well as Psychology [51], Sports Science [52], and Educational Psychology [53]. Among the positive outcomes associated with PBL methodology, teachers and students have reported high degrees of acquisition of competencies, increased motivation, an appreciation of constructive learning environments [23,37,40,54], and a better perception of the learning process [41].…”

Valoración por el estudiantado de la estrategia de aprendizaje mediante proyectos de investigación frente a las clases expositivas con casos prácticos

“…Diferentes estudios (Maldonado, 2007(Maldonado, , 2008Mujica, 2012;Torres Gordillo, 2010;López de Sosoaga, Ugalde, Rodríguez, y Rico, 2015) han comprobado que el aprendizaje orientado a proyectos fomenta en el estudiantado el desempeño de un rol más activo y responsable en la construcción de su aprendizaje, mayor autonomía de acción y de toma de decisiones sobre su formación. Sin embargo "esta metodología cooperativa tampoco es la panacea y contiene claroscuros y limitaciones que es necesario resolver" (López de Sosoaga et al, 2015, p. 410).…”