2019
Manturana, F.; Font, F.; Menchaca, Iratxe
Congreso Internacional sobre Aprendizaje, Innovación y Cooperación (in progress). Madrid., 2019.
Abstract | Links | BibTeX | Tags: aprendizaje por proyectos, aprendizaje-servicio, educación postobligatoria, innovación educativa, multidisciplinariedad
@conference{Manturana2019,
title = {La metodología de aprendizaje por proyectos ligada a aprendizaje servicio en educación postobligatoria},
author = {F. Manturana and F. Font and Iratxe Menchaca},
url = {https://zaguan.unizar.es/record/84555/files/032.pdf},
doi = {10.26754/CINAIC.2019.0032},
year = {2019},
date = {2019-10-11},
booktitle = {Congreso Internacional sobre Aprendizaje, Innovación y Cooperación (in progress). Madrid.},
pages = {139-143},
abstract = {This paper presents a practical application of the Project based learning method (PBL) combined with service-learning for Sitxh form students. Unlike the usual case in the educational system, this experience does not highlight exclusively procedural aspects, but has instead emphasized contents and knowledge acquisition. The product generated in PBL exercises has often had a social dimension, allowing for a combination of PBL and service-learning. Given that a different project was undertaken every trimestral term by a set of three different subjects, a highly desirable interdisciplinary approach was introduced. The perceptions of students and teachers were assessed through a questionnaire and reveal a very high level of satisfaction. A second phase of the study will involve assessing the learning process of PBL compared to traditional teaching.},
keywords = {aprendizaje por proyectos, aprendizaje-servicio, educación postobligatoria, innovación educativa, multidisciplinariedad},
pubstate = {published},
tppubtype = {conference}
}
This paper presents a practical application of the Project based learning method (PBL) combined with service-learning for Sitxh form students. Unlike the usual case in the educational system, this experience does not highlight exclusively procedural aspects, but has instead emphasized contents and knowledge acquisition. The product generated in PBL exercises has often had a social dimension, allowing for a combination of PBL and service-learning. Given that a different project was undertaken every trimestral term by a set of three different subjects, a highly desirable interdisciplinary approach was introduced. The perceptions of students and teachers were assessed through a questionnaire and reveal a very high level of satisfaction. A second phase of the study will involve assessing the learning process of PBL compared to traditional teaching.