Pedagogical model learning based on projects for a contextualized technical training
DOI:
https://doi.org/10.26849/bts.v44i3.719Keywords:
Project-Based Learning, Technical and vocational intermediate education, Active learning methods, General Training, Differentiated trainingAbstract
The article unveils the experience of installing and implementing the Project-Based Methodology (PBL) in technical education professional centers in Chile. It has enabled the systematization of practices targeted at the improvement of quality education, thus building a pedagogical model that can be replicated. Furthermore, a few preconceived pedagogical actions were described, which were key in order to enable students to learn in diversity, working with others, encouraging their emotional, personal and intellectual growth.
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