Aprendizaje basado en proyectos en educación secundaria: relevancia pedagógica y condiciones de factibilidad
Palabras clave:
didáctica, colaboración, evaluación, competencias, rendimientoResumen
El Aprendizaje Basado en Proyectos constituye una metodología activa con creciente relevancia en la educación secundaria, por su capacidad para vincular contenidos escolares con problemas reales y experiencias colaborativas. El objetivo del estudio fue analizar la relevancia pedagógica y las condiciones de factibilidad del ABP en estudiantes de educación secundaria. La investigación se desarrolló mediante una revisión de literatura con enfoque cualitativo, alcance descriptivo y orientación comparativa, a partir del análisis de 20 artículos científicos del 2020 al 2026. Los resultados evidencian que el ABP favorece la comprensión conceptual, el rendimiento académico, la motivación, la participación activa y el desarrollo de habilidades del siglo XXI, especialmente cuando existe planificación, mediación docente y evaluación formativa. También se identificaron limitaciones asociadas al tiempo, recursos, formación docente y equidad. El ABP resulta factible si se aplica con criterios pedagógicos, contextualización institucional y acompañamiento permanente, en función de cada realidad educativa y curricular local.
Referencias
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Derechos de autor 2026 Gómez-Freire, Félix Javier, Erazo-Álvarez, Maritza de Lourdes, Ávila-Flores, Irma Jeanneth, Espinoza-Lovato, Alexander Santiago, Pallaroso-Granizo, Rosa Yolanda (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
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