El Project-based learning of interdisciplinaryactivities of elementary sublevel students

Abstract

Project-Based Learning (PBL) implies the incorporation within the teaching-learning process of a different role for both the student and the teacher. Particular interest acquires the need to reprogram from an interdisciplinary perspective the functions of the student as a constructor of their learning; In addition, to train in situations similar to reality, with learning methods and techniques, which allow developing their capacity and skills in autonomous work, as well as developing skills to apply theoretical knowledge to practice. This new vision expands the horizon and scope of each student, stimulates their performance, consolidates their level of skills through the responsibility that it introduces given decision-making in various situations within the project, the objective of this research was to specify the influence of project-based learning in the development of interdisciplinary activities of elementary sublevel students. The method used was descriptive, with a non-experimental design, based on a mixed-to-quali-quantitative methodological approach. The technique applied was the survey and observation in the virtual class, through the Microsoft Teams platform. The results show that teachers use different digital resources that are applied together with the teacher's pedagogy. It is concluded that project-based learning (PBL) allows for active, dynamic, cooperative learning, with the student being the actor of his own learning with the guidance of the teacher.