Aprendizaje Basado en Proyectos en el desarrollo de habilidades investigativas en estudiantes. Revisión narrativa
Palabras clave:
aprendizaje por proyectos, habilidades investigativas, pensamiento crítico, enfoque activo, estrategia didácticaResumen
Introducción: Si bien el Aprendizaje Basado en Proyectos (ABP) es ampliamente valorado como estrategia pedagógica activa, su vínculo con las competencias investigativas sigue aun parcialmente inexplorado, de ahí que el presente estudio tiene como objetivo explorar el estado del arte y la red conceptual en torno al ABP y su impacto en el desarrollo de habilidades investigativas en estudiantes. Materiales y Métodos: Esta revisión narrativa, basada en el método QR (Question and Reproducibility) analiza 36 estudios provenientes de Scopus y Web of Science. Resultados: Los hallazgos revelan que el ABP se consolida como estrategia que articula teoría y práctica mediante la resolución de problemas reales, promoviendo la autonomía, el pensamiento crítico, la alfabetización informacional y el aprendizaje significativo. Discusión: La construcción de la red semántica identificó siete clústeres temáticos que vinculan el ABP con la planificación curricular, la formación docente, los entornos digitales y la gestión de proyectos, configurando un ecosistema formativo integral. Pese a su efectividad, persisten desafíos como la necesidad de capacitación docente, la inversión institucional y la integración transversal de este enfoque desde la educación básica hasta el nivel superior. Conclusiones: El ABP favorece la formación de investigadores competentes y se perfila como vía para transformar la enseñanza en contextos diversos, siempre que se cuente con condiciones estructurales y pedagógicas adecuadas para su implementación sostenible.
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