Evaluación del aprendizaje basado en problemas en estudiantes universitarios de construcciones agrarias

Abstract

This paper presents the results of a study into the implementation and evaluation of problem-based learning (PBL) methodology in an Agrarian Constructions program. The study was carried out during the academic year 2015-2016 with two groups of students of the degree in Agricultural Engineering of the School of Engineering at the University of Huelva in Spain. The study included the implementation of this novel approach and its evaluation. The evaluation was performed using a quasi-experimental method. Programming a course of PBL demands careful planning and the inclusion of a significant amount of self-directed work by students. The results indicated that there is a significant difference in the acquisition of knowledge by students, suggesting that PBL should be preferred instead of the more traditional lecture based approaches.