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

Revista:
Revista d'innovació docent universitària: RIDU

ISSN: 2013-2298

Ano de publicación: 2015

Número: 7

Páxinas: 71-80

Tipo: Artigo

DOI: 10.1344/RIDU2015.7.8 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Revista d'innovació docent universitària: RIDU

Obxectivos de Desenvolvemento Sustentable

Resumo

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.

Referencias bibliográficas

  • [1] Allen, D. y Tanner, K. (2003) Approaches to cell biology teaching: learning in context -Problem-based learning. Cell Biology Education, 2, pp. 73-81.
  • [2] Barrell, J. (1999) El aprendizaje basado en problemas. Un enfoque investigativo. Manantial, Buenos Aires.
  • [3] Belt S. T., Evans E. H., McCreedy, T., Overton T. L. y Summerfield, S. (2002) A problem based learning approach to analytical and applied chemistry. University Chemistry Education, 6, pp. 65-72.
  • [4] Branda L. A. (2008) El aprendizaje basado en problemas. El resplandor tan brillante de otros tiempos. En: U. F. Araújo y G. Sastre (Eds.). El aprendizaje basado en problemas. Una nueva perspectiva de la enseñanza en la universidad. Gedisa, Barcelona.
  • [5] Bridges, E. y Hallinger, P. (1996) Problem-based learning: a promising approach to professional development. En: M. W. McLaughlin y I. Oberman (Eds.). Teacher learning: New policies, new practices (pp. 145-160). Teachers College Press, New York.
  • [6] Cubero, A. (2009) El aprendizaje basado en problemas aplicado al derecho tributario. http://giac.upc.es/JAC10/09/Doc_25.pdf
  • [7] Documento-Marco (2003) La integración del sistema universitario español en el espacio europeo de educación superior. http://www.eees.es/pdf/Documento-Marco_10_Febrero.pdf
  • [8] Dochy, F., Segers, M., Van den Bossche, P. y Gijbels, D. (2003) Effects of problem-based learning: a meta-analysis. Learning and Instruction, 13, pp. 533-568.
  • [9] Dolmans, D. H., Wolfhagen, I. H., Van der Vleuten, C. P. y Wijnen, W. H. (2001) Solving problems with group work in problem-based learning: hold on to the philosophy. Medical Education, 35, pp. 884-889.
  • [10] Duch, B. (1996) Problems: a key factor in PBL. Recuperado el 17 de septiembre de 2013 de http://www.udel.edu/pbl/cte/spr96-phys.html
  • [11] Duch, B. J., Allen, D. E. y White, H. B. (1997-98) Problem-based learning: preparing students to succeed in the 21st century. Essays on Teaching Excellence, 9, 1-2.
  • [12] Duffy, T. M. y Cunningham, D. J. (1996) Constructivism: implications for the design and delivery of instruction. En: D. H. Jonassen (Ed.). Handbook of research for educational communications and technology (pp. 170-198). Simon & Schuster Macmillan, New York.
  • [13] Edwards, S. y Hammer, M. (2007) Problem based learning in early childhood and primary pre-service teacher education: identifying the issues and examining the benefits. Australian Journal of Teacher Education, 32, pp. 1-16.
  • [14] Egido, I., Aranda, R., Cerrillo, R., De la Herrán, A., De Miguel, S., Gómez, M., Hernández, R., Izuzquiza, D., Murillo, F. J., Pérez, M. y Rodríguez, R. (2007) El aprendizaje basado en problemas como innovación docente en la universidad: Posibilidades y limitaciones. Educación y Futuro, 16, pp. 85-100.
  • [15] Galindo, G. (2008) Evaluación de una propuesta didáctica para la enseñanza de la historia. Revista Vasconcelos de Educación, 4, pp. 33-37.
  • [16] Hernández, E. y Sánchez, J. (2005) The bologna process and lifelong education: problem-based learning. Higher Education in Europe, 30, pp. 81-88.
  • [17] Higgs, B. (2005) The evolution from problem solving to problem-based learning (PBL): a case study in earth sciences at University College Cork. En: T. Barrett, I. Mac Labhrainm y H. Fallon (Eds.). Handbook of enquiry & problem-based learning (pp. 37-43). CELT, NUI Galway, Galway.
  • [18] Hmelo-Silver, C. E., Duncan, R. G. y Chinn, C. A. (2007) Scaffolding and achievement in problem-based and inquiry learning: a response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42, pp. 99-107.
  • [19] Iglesias, J. (2002) El aprendizaje basado en problemas en la formación inicial de docentes. Perspectivas, XXXII(3), pp. 1-17.
  • [20] Kamiskiené, L. y Januliené, A. (2006) Problem-based learning in the academic setting: language teaching issues. Santalka. Filologija. Edukologija, 14, pp. 79-87.
  • [21] Mennin, S., Gordan, P., Majoor, G. y Osman, H. (2003). Position paper on problem-based learning. Education for Health, 16, 98-113. doi: 10.1080/1357628031000066633
  • [22] Moreno, R., Martínez, R. y Varela, J. (2004) Mejora del rendimiento académico en una materia universitaria mediante el fomento del aprendizaje significativo. La Universidad de Sevilla y la innovación docente. Curso 2002-03: Área de ciencias sociales y jurídicas. (pp. 311-322). ICE Universidad de Sevilla, Sevilla.
  • [23] Mierson, S. (1998) A problem-based learning course in physiology for undergraduate and graduate basic science students. Advances in Physiology Education, 20, pp. 16-27.
  • [24] Milton, W. (2008) Problem-based learning problem-based learning institute @ Lanphier Curriculum Center. Recuperado el 17 de septiembre de 2013 de http://www.springfield.k12.il.us/schools/pbl/problemdesign
  • [25] Morales, P. (2009) Uso de la metodología de aprendizaje basado en problemas para el aprendizaje del concepto periodicidad química en un curso de química general. Revista de la Sociedad Química del Perú, 75, pp. 130-139.
  • [26] Morales, P. y Landa, V. (2004) Aprendizaje basado en problemas. Theoria, 13, pp. 145-157.
  • [27] Mosquera, J. C. y Furió, C. (2008) El cambio didáctico en profesores universitarios de química a través de un programa de actividades basado en la enseñanza por investigación orientada. Didáctica de las Ciencias Experimentales y Sociales, 22, pp. 115-154.
  • [28] Moust, J. H. C., Van Berkel, H. J. M. y Schmidt, H. C. (2005) Signs of erosion: reflections on three decades of problem-based learning at Maastricht University. Higher Education, 50, pp. 665–683.
  • [29] Pantoja, J.C. y Covarubias, P. (2013) La enseñanza de la biología en el bachillerato a partir del aprendizaje basado en problemas (ABP). Perfiles Educativos, 139, pp. 93-109.
  • [30] Peterson, T. O. (2004) So you’re thinking of trying problem based learning? Three critical success factors for implementation. Journal of Management Education, 28, pp. 630-647.
  • [31] Prieto, A., Barbarroja, J., Reyes, El., Montserrat, J., Díaz, D., Villaroel, M. y Álvarez-Mon, M. (2006) Un nuevo modelo de aprendizaje basado en problemas, el ABP 4x4, es eficaz para desarrollar competencias profesionales valiosas en asignaturas con más 186 de 100 alumnos. Aula Abierta, 87, pp. 171-194.
  • [32] Ruhl-Smith, C. y Smith, J. M. (2001) Problem-based learning and portfolio development: complex variables for consideration and implementation. Trabajo presentado en el Contemporary Issues in Educational Leadership.
  • [33] Ríos-Muñoz, D. E. (2007) Sentido, criterios y utilidades de la evaluación del aprendizaje basado en problemas. Educación Médica Superior, 21, pp. 1-19.
  • [34] Solaz-Portolés, J. J., Sanjosé, V. y Gómez, A. (2011) Aprendizaje basado en problemas en la educación superior: Una metodología necesaria en la formación del profesorado. Didáctica de las ciencias experimentales y sociales, 25, pp. 177-186.
  • [35] Stinson, J. E. y Milter, R. G. (1996) Problem-based learning in business education: curriculum design and implementation issues. New Directions for Teaching and Learning, 68, pp. 33-42.
  • [36] Tien, C. J., Chu, S. T. y Liu, T. C. (2004) A problem-based learning assessment strategy. Proceedings of the 9th World Conference on Continuing Engineering Education, May 15–20, 2004, Tokyo.
  • [37] Torp, L. y Sage, S. M. (1998) Problems as possibilities. Association for Supervision and Curriculum Development, Alexandria, VA.
  • [38] Van Kampen, P., Banahan, C., Kelly, M., McLoughlin, E. y O’Leary, E. (2004) American journal teaching a single physics module through problem based learning in a lecture-based curriculum. American Journal of Physics, 72, pp. 829-834.
  • [39] Weiss, R. E. (2003) Designing problems to promote higher-order thinking. New Directions For Teaching And Learning, 95, pp. 25-31.
  • [40] Wood, D. F. (2003) Problem based learning. Bristish Medical Journal, 326, pp. 328-330.
Fonte de datos: Dialnet