Project-based learning methodology as a strategy for meaningful learning in basic education

Abstract

Introduction. Basic education needs to move beyond traditional models focused on memorization and adopt active methodologies that foster critical thinking and problem-solving. This research implemented Project-Based Learning (PBL) as a strategy to promote meaningful learning in eighth-grade students at the "Luis Aníbal Yépez" Public School (Ecuador), in response to the prevalence of traditional teaching practices and the weak connection between content and practical realities. Materials and methods. A quantitative approach with a quasi-experimental pretest-posttest design was used with a sample of 38 students. Instruments such as diagnostic and final tests, Likert scales, and observation rubrics, validated by expert judgment, were used. The intervention, structured in four stages (motivation/diagnosis, planning, implementation, and evaluation/socialization), focused on a contextual project about waste management. Results. Following the intervention, significant improvements were observed: the percentage of students with a high level of understanding (scores 9-10/10) increased from 0% to 63%. Average scores on the observation rubric (scale 1-5) rose from an initial range of 2.0-2.3 to 4.5-4.8 in indicators such as participation and critical thinking. Ninety-two percent of students reported high motivation and improved understanding when relating the topics to real-life situations. Discussion. The results, consistent with the literature, confirm that PBL strengthens meaningful learning, intrinsic motivation, and collaborative skills by linking content to authentic problems. Validation using the Delphi method with three experts showed a final consensus with ratings exceeding 94% for relevance, coherence, applicability, and innovation, highlighting the model's viability in similar contexts. Conclusions. PBL is an effective and transformative pedagogical strategy for basic education, promoting lasting learning and comprehensive competencies. Its progressive institutionalization is recommended, accompanied by continuous teacher training and research on its impact in various contexts.