Project-based learning as a strategy for developing critical thinking in Social Sciences in the fifth year of Basic Education

Abstract

Introduction: The teaching of Social Sciences in Basic Education faces the challenge of moving beyond traditional approaches to develop critical thinking. Project-based learning (PBL) emerges as a relevant teaching strategy to promote inquiry, analysis, and argumentation in the classroom. Materials and methods: This research adopted a mixed-methods approach with a descriptive-propositive scope. The sample included 40 fifth-grade students and 10 teachers from the Social Sciences department at the "Mariscal Sucre" Educational Unit. Structured questionnaires, a non-participant scientific observation guide, and an evaluation questionnaire administered to five experts were used. The instruments demonstrated reliability using Cronbach's alpha coefficient. Results: 80% of the teachers rated PBL positively, but 70% reported insufficient time and resources. 50% of the students did not perceive any independent research activities, and 55% expressed low motivation to think critically. A structured teaching strategy was designed in five phases (diagnosis, problem formulation, research development, product development, and dissemination). Expert validation yielded average scores of 4.80 (potential for critical thinking), 4.60 (relevance), and 4.60 (curricular alignment) out of 5. Discussion: The findings align with previous studies demonstrating the persistence of traditional practices and the need for active methodologies. The high expert rating supports the strategy as a valid response to the identified limitations. Conclusions: Project-based learning (PBL) is a valid and necessary teaching strategy for transforming the teaching of Social Sciences, fostering more active, reflective, and contextualized learning in Basic Education.