Aprendizaje Basado en Proyectos (ABP): evaluación desde la perspectiva de alumnos de Educación Primaria

Abstract

Given the consolidation of project based learning (PBL) and its ever more frequent use in schools as a mechanism to develop curricular competences, increase student motivation and selfesteem, foster research and promote collaboration (Railsback, 2002), we designed an assessment scale for project based learning from the perspective of the students, guaranteeing its validity and reliability. The scale was administered to 364 students of Primary Education to analyze the results of different collaborative learning projects and to see whether there were differences in the assessments in terms of gender and type of project. Among the main results it can be highlighted that in students' opinion, the projects proposed in class were well-organized, the tasks were well-defined, and the group size were adequate; moreover, the teachers provided the necessary help and feedback regarding the students' achievements while they stimulated student interaction and collaborative learning in which a good working climate was shared and fostered. Inferential analyses showed that there were significant differences in terms of project type, but not as a function of gender.