El Aprendizaje Basado en Problemas para la enseñanza de las Ciencias sociales en Educación Básica Regular
Cargando...
Fecha
2026-07-17
Título de la revista
ISSN de la revista
Título del volumen
Editor
Escuela de Educación Superior Pedagógica Pública Víctor Andrés Belaunde
Resumen
La presente investigación tuvo como objetivo analizar la información disponible en la literatura científica publicada entre 2021 y 2026 sobre el Aprendizaje Basado en Problemas (ABP) en la enseñanza de las ciencias sociales. De acuerdo a la metodología, se realizó una revisión narrativa sistematizada de los artículos de investigación, empleando un cuadro de análisis y bitácora para identificar conceptos, procesos didácticos y roles educativos. Los resultados evidenciaron que el ABP es una metodología activa eficiente que sitúa al estudiante como protagonista de su aprendizaje, fomentando la autonomía, el pensamiento crítico y el trabajo colaborativo mediante la resolución de problemas contextualizados reales o ficticios; no obstante, se identificaron dificultades asociadas a la falta de capacitación docente y limitaciones de recursos y la sobrecarga curricular. Se concluye que el ABP constituye una estrategia pertinente para fortalecer competencias ciudadanas, históricas y geográficas, al vincular efectivamente el conocimiento teórico con la realidad social y territorial del estudiante.
The present study aimed to analyze the information available in the scientific literature published between 2021 and 2026 on Problem-Based Learning (PBL) in the teaching of social sciences. According to the methodology, a systematized narrative review of research articles was conducted, using an analysis framework and a research log to identify concepts, teaching processes, and educational roles. The results showed that PBL is an effective active methodology that places the student at the center of the learning process, promoting autonomy, critical thinking, and collaborative work through the resolution of real or fictional contextualized problems. However, difficulties were identified, including a lack of teacher training, limited resources, and curriculum overload. It is concluded that PBL constitutes a relevant strategy for strengthening civic, historical, and geographical competencies by effectively linking theoretical knowledge with the student’s social and territorial reality.
The present study aimed to analyze the information available in the scientific literature published between 2021 and 2026 on Problem-Based Learning (PBL) in the teaching of social sciences. According to the methodology, a systematized narrative review of research articles was conducted, using an analysis framework and a research log to identify concepts, teaching processes, and educational roles. The results showed that PBL is an effective active methodology that places the student at the center of the learning process, promoting autonomy, critical thinking, and collaborative work through the resolution of real or fictional contextualized problems. However, difficulties were identified, including a lack of teacher training, limited resources, and curriculum overload. It is concluded that PBL constitutes a relevant strategy for strengthening civic, historical, and geographical competencies by effectively linking theoretical knowledge with the student’s social and territorial reality.
Descripción
Palabras clave
aprendizaje basado en problemas, enseñanza de las ciencias sociales, Problem-Based Learning, social sciences, teaching, systematic review, critical thinking