La investigación formativa a través del aprendizaje orientado a proyectos: una propuesta de innovación en el Grado de Pedagogía

Abstract

Formative research puts the students as active creators of their own learning process. The role of the teacher is to accompany students towards independent learning, motivating them to work independently. The students take an active role, working in teams, looking for information, and plan the work, taking their own decisions, integrating knowledge, and developing various competences. We propose an innovation based on project- oriented learning (PBL) and digital portfolio assessment as formative research strategies for learning.

The purpose of the present study is the analysis of innovation in a course grade of Pedagogy, from the perspective of participating students; using the survey method, and case study.

The main results obtained show the adequacy of the teaching innovation implemented to enhance the development of skills of higher order thinking. PBL promotes the acquisition and integration of new knowledge, especially include the development of two basic competences such as collaborative work and thinking skills. To develop these competences, students have shown as particularly useful: independent learning activities, collaborative activities, research and project portfolio. The aspect that students feel more satisfied is the level of autonomy achieved after completing the course. This result shows the benefits of non-directive teaching methodology where students take an active role, and teachers provides feedback, guide the learning process and evaluate.

For all we conclude that project-oriented learning is demonstrating positive effects on the promotion of research, to the extent that students are involved in a dynamic and interactive learning process.

http://dx.doi.org/10.15304/ie.24.1586