ESTRATEGIA METODOLÓGICA BASADA EN PROYECTO COMO ALTERNATIVA PARA EL LOGRO DE APRENDIZAJE SIGNIFICATIVO EN LA EDUCACIÓN SUPERIOR.

Abstract

This scientific work collects the main results of a cross-sectional study about the significance of the project-based strategy, as an important alternative aimed at favoring the didactic act in the context of the teaching-learning process, as a basis for the acquisition of significant learning. that contribute to raising the quality of the academic performance of university students. To collect the information aimed at operationally supporting the fulfillment of the objectives of the research taken into account to write the present, empirical and theoretical methods of scientific research were used, also choosing mathematical and statistical methods that served as the basis for the processing of the data. data derived from the methods already outlined. Among the main findings obtained, we can highlight a diagnosis of the main learning strategies used in the career under study, as well as considerations about the role of the project-based strategy in the educational processes that the teacher's teaching practice encompasses. The feasibility of the content of this article lies in the contributions that are provided to teachers to facilitate meaningful student learning, as this is a methodological recommendation that directs the activity of teachers and students in the argument of the new university, where Based on their experiences and knowledge, the student acts as the object and subject of their own learning.