Implementación del abp en función de la enseñanza y aprendizaje de las ciencias sociales en la I.E. Silvino Rodríguez de la ciudad de Tunja

Abstract

This research exposes the contribution that problem-based learning (PBL) makes in terms of the teaching of social sciences in the Silvino Rodríguez Educational Institution of the city of Tunja with tenth grade students, which starts from the approach to the principles of the PBL, its main characteristics and application methodologies implemented in the school environment as a mechanism for approaching critical thinking.

The investigative exercise evidences a process of methodological articulation between the constituent elements of the PBL and the curricular plan established for the Social Sciences area in the level of secondary education sustained in the referents of educational quality, from the construction of problem situations within the most relevant thematic axes of the subject in question and that are reflected in the scope of specific competences proposed. After the completion of several class sessions based on the ABP structure during the execution of the project, it is possible to demonstrate important learning and questioning achievements that permeate lines of improvement to be taken into account within the pedagogical reflection.

The results of the study allow to establish positive effects in the learning process of the students, since the teaching of the social sciences with the PBL approach generates the punctual development of competences aimed at strengthening critical thinking, collaborative work and, therefore, , the autonomous learning of the subject.