Evaluación de una experiencia de Aprendizaje Basado en Problemas (ABP) en estudiantes universitarios

  1. López-Zafra, Esther 1
  2. Rodríguez-Espartal, Noelia 1
  3. Contreras Martínez, Lourdes 1
  4. Augusto Landa, José María 1
  1. 1 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

Revue:
Revista d'innovació docent universitària: RIDU

ISSN: 2013-2298

Année de publication: 2015

Número: 7

Pages: 71-80

Type: Article

DOI: 10.1344/RIDU2015.7.8 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: Revista d'innovació docent universitària: RIDU

Résumé

The Problem Based Learning (PBL) involves emphasizing the students’ responsibility for their own learning. There are many experiences in PBL in different degrees. However, very few presenting an evaluation of the results and the implications it has in the evaluation on the teacher and their commitment to the subject. In this paper, we present two studies that evaluated a PBL experience. In Study 1, 190 students of Social Psychology on two different degrees, completed a questionnaire that assesses the experience of PBL, the teacher and their commitment to the subject, compared to a traditional learning experience. In Study 2, a group of 91 students performed a comparative evaluation of a learning experience with traditional and PBL methodology rebound. The results show that students evaluate better both the teacher and the learning experience when using ABP, however, there is not an improvement of their commitment with the subject. In addition, there are differences between groups in terms of their assessment of PBL, but not in the outcomes or teacher evaluation. When the PBL experience is repeated, there is an improvement of the results in all dimensions, evaluation of PBL, the teacher and the commitment to the subject. Therefore, learning using this experience produces enhancements that increase if the experience is continued.

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La source de données: Dialnet