Aprendizaje basado en proyectos en ciencias naturales y su impacto en los estudiantes de 7mo año EGB, Rey David

Authors

  • Vargas Yépez Aida Natasha Universidad Técnica de Babahoyo image/svg+xml
  • Kenia Lilibeth Cercado Reinoso Universidad Técnica de Babahoyo image/svg+xml
  • Bianca Milena Contreras Solis Universidad Técnica de Babahoyo image/svg+xml
  • Liliana Silvia Crespo Vera Universidad Técnica de Babahoyo image/svg+xml

Keywords :

: Academic Performance, Critical Thinking, Active Participation, Motivation.

Additional Files

Abstract

This study analyzes the implementation of Project-Based Learning (PBL) in the area of  Natural Sciences and its impact on 30 seventh-grade students at the "Rey David" Educational Unit in Babahoyo canton during the 2024-2025 school year. Using a non-experimental, quantitative approach with a descriptive and correlational design, the researchers conducted surveys to identify patterns and relationships between the use of practical projects and students' academic performance. The results reveal that the majority of students perceive the projects as useful for understanding concepts and report improved academic performance. Furthermore, an increase in active participation and the development of critical thinking skills was noted. However, some less motivated students require additional support to fully benefit from PBL. In conclusion, PBL in Natural Sciences strengthens both meaningful learning and social skills. The facilitating role of the teacher in planning and adapting projects is essential. Its implementation requires the application of assessment strategies to objectively and subjectively measure skill development in order to optimize the academic achievements of the entire group.

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References

Alamillo, C. (2022). Metodología de Aprendizaje Basado en Proyectos (ABP). Obtenido de Educación.

Bermeo Carpio Mileydy liseth, Lilibeth, C. R., Contreras Solis, B. M., Crespo Vera, L. S., Santillan Yepez, N. A., & Vargas Yepez, A. N. (2024). Contexto educativo de la Unidad Educativa Rey David. Aprendizaje basado en proyectos en el área de ciencias

naturales y su impacto en los estudiantes de 7mo año EGB de la unidad educativa Rey David del cantón Babahoyo del periodo lectivo 2024-2025. Babahoyo, Los Ríos, Ecuador.

Blanco, A. (2021). ABP: Involucrar a los estudiantes en un aprendizaje significativo. Agenda Educativa.

Canon, C. (25 de Septiembre de 2024). ¿Cuáles son las ciencias naturales y qué estudia cada una? Obtenido de Politécnico Grancolombiano Intitución Universitaria: https://www.poli.edu.co/blog/poliverso/cuales-son-las-ciencias-naturales-y-que- estudia-cada-una

García Galindo, R. S., & Consuelo Rodríguez, R. (19 de Febrero de 2024). Muestreo no probabilístico; Probabilidad y estadística. Obtenido de https://es.slideshare.net: https://es.slideshare.net/slideshow/1tipos-de-muestreo-no- probabilsticopdf/267144982

Herrera, C., Álvarez, R. J., & González, L. (Mayo de 2024). Diseño de actividades de aprendizaje basadas en proyectos para fortalecer competencias en ciencias naturales. Obtenido de ResearchGate: https://www.researchgate.net/publication/380643383_

Iván R., S. S. (2004). APRENDIZAJE SIGNIFICATIVO. Dialnet, 102 - 103. Recuperado el

de Enero de 2025, de https://dialnet.unirioja.es/servlet/autor?codigo=3095132 Meza MSN, Z. D. (2019). Impacto del aprendizaje basado en problemas en estudiantes de

salud humana. Revista Cubana de Educación Médica Superior., 33(4), 37-47. Obtenido de https://www.medigraphic.com/cgi- bin/new/resumen.cgi?IDARTICULO=93473#:~:text=Resultados%3A%20El%20ap rendizaje%20basado%20en,favorablemente%20en%20el%20rendimiento%20acad

%C3%A9mico.

Person Higher Education. (19 de Septimbre de 2023). Aprendizaje Basado en Proyectos: herramientas para evaluarlo. Obtenido de Person Higher Education: https://blog.pearsonlatam.com/educacion-del-futuro/aprendizaje-basado-en- proyectos-5-herramientas-para-

Universidad Loyola de América. (21 de Octubre de 2024). Aprendizaje basado en proyectos: Innovación educativa. Obtenido de ULDA: https://universidadloyola.edu.mx/aprendizaje-basado-en-proyectos-innovacion- educativa/

Varela de Moya, H., García González, M., & Correa Simón, Y. (2021). Aprendizaje basado en problemas para la enseñanza de las ciencias naturales. Humanidades Médicas, 21(2), 573 - 596. Obtenido de http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S1727-81202021000200573

Author Biographies

Kenia Lilibeth Cercado Reinoso

This study analyzes the implementation of Project-Based Learning (PBL) in the area of  Natural Sciences and its impact on 30 seventh-grade students at the "Rey David" Educational Unit in Babahoyo canton during the 2024-2025 school year. Using a non-experimental, quantitative approach with a descriptive and correlational design, the researchers conducted surveys to identify patterns and relationships between the use of practical projects and students' academic performance. The results reveal that the majority of students perceive the projects as useful for understanding concepts and report improved academic performance. Furthermore, an increase in active participation and the development of critical thinking skills was noted. However, some less motivated students require additional support to fully benefit from PBL. In conclusion, PBL in Natural Sciences strengthens both meaningful learning and social skills. The facilitating role of the teacher in planning and adapting projects is essential. Its implementation requires the application of assessment strategies to objectively and subjectively measure skill development in order to optimize the academic achievements of the entire group.

Bianca Milena Contreras Solis

This study analyzes the implementation of Project-Based Learning (PBL) in the area of  Natural Sciences and its impact on 30 seventh-grade students at the "Rey David" Educational Unit in Babahoyo canton during the 2024-2025 school year. Using a non-experimental, quantitative approach with a descriptive and correlational design, the researchers conducted surveys to identify patterns and relationships between the use of practical projects and students' academic performance. The results reveal that the majority of students perceive the projects as useful for understanding concepts and report improved academic performance. Furthermore, an increase in active participation and the development of critical thinking skills was noted. However, some less motivated students require additional support to fully benefit from PBL. In conclusion, PBL in Natural Sciences strengthens both meaningful learning and social skills. The facilitating role of the teacher in planning and adapting projects is essential. Its implementation requires the application of assessment strategies to objectively and subjectively measure skill development in order to optimize the academic achievements of the entire group.

Liliana Silvia Crespo Vera

This study analyzes the implementation of Project-Based Learning (PBL) in the area of  Natural Sciences and its impact on 30 seventh-grade students at the "Rey David" Educational Unit in Babahoyo canton during the 2024-2025 school year. Using a non-experimental, quantitative approach with a descriptive and correlational design, the researchers conducted surveys to identify patterns and relationships between the use of practical projects and students' academic performance. The results reveal that the majority of students perceive the projects as useful for understanding concepts and report improved academic performance. Furthermore, an increase in active participation and the development of critical thinking skills was noted. However, some less motivated students require additional support to fully benefit from PBL. In conclusion, PBL in Natural Sciences strengthens both meaningful learning and social skills. The facilitating role of the teacher in planning and adapting projects is essential. Its implementation requires the application of assessment strategies to objectively and subjectively measure skill development in order to optimize the academic achievements of the entire group.

Published

2025-08-20
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How to Cite

Aprendizaje basado en proyectos en ciencias naturales y su impacto en los estudiantes de 7mo año EGB, Rey David. (2025). Journal of Science and Research: Revista Ciencia E Investigación, 10(IV CISE). https://revistas.utb.edu.ec/index.php/sr/article/view/3865

Issue

Vol. 10 No. IV CISE (2025): IV CONGRESO INTERNACIONAL SINERGIA EDUCATIVA 2025

Section

Artículo de Investigación

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