DEVELOPMENT OF SCIENTIFIC COMPETENCES IN THE PROJECT-BASED LEARNING MODALITY IN TERTIARY EDUCATION

Abstract

The implementation of the learning approach that fosters the development of competencies is one of the current challenges facing teacher training in Uruguay. In this action research experience, within the framework of the Natural Sciences subject of the teaching career in primary education, a Project-Based Learning (PBL) proposal was carried out that pursued the development of scientific competencies in future teachers. The objective of this work is to show the evidence of its achievements, based on the assessment of the scientific competences developed. From an action research approach, four data collection techniques were applied to 87 students. The results indicate that, although the PBL methodology requires more time and effort on the part of teachers and students, it allows addressing curricular requirements, promoting the development of selected competencies and achieving higher levels of motivation and commitment to learning. The experience made it possible to promote metacognition, although it must be deepened, and attention to the diversity of the groups should be strengthened.

Keys words: teacher education; tertiary education; natural sciences; project-based learning; science skills