El efecto del aprendizaje basado en proyectos en estudiantes con altas capacidades intelectuales de una segunda lengua

  1. Martha Lucia Landron 1
  2. Miriam Agreda Montoro 2
  3. Mª Jesús Colmenero Ruiz 2
  1. 1 Universidad Internacional Iberoamericana
  2. 2 Universidad de Jaén

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

Revista de educación

ISSN: 0034-8082

Year of publication: 2018

Issue Title: PISA y TIMSS (II)

Issue: 380

Pages: 210-236

Type: Article

DOI: 10.4438/1988-592X-RE-2017-380-378 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de educación


This research had as a goal to explore the effect of the Project Based Learning (PBL) through differentiated instruction to improve, motivate and change students’ attitudes toward a second language learning. In order to achieve the stated goal, a quasi-experimental study with quantitative data collection and analysis techniques was conducted. The sample for this study were 41 gifted North American students from Robinson School in Tampa, Florida. Twenty-one of them composed the experimental group and twenty composed the control group. The independent variable of the study was the PBL and the independents were academic achievement for learning, learning motivation and attitudes toward learning. The first dependent variable was assessed by means of a knowledge test, the second and third with a survey composed by open, closed and Likert style questions. The knowledge test was applied before and after intervention and the survey after intervention. The gathered information was analyzed with the support of a quantitative analysis software via the definition of statistical significances of the results contrasting them with theory. This process allowed concluding that the application of PBL through differentiated instruction enhanced the academic achievement for learning (vocabulary, grammar, culture and lecture), increased intrinsic and extrinsic motivation for learning and improved attitudes toward learning.

Funding information


Bibliographic References

  • Bandura, A. (1977). Social Learning Theory. New York: Prentice Hall Barell, J. (2010). Problem-based learning: The foundation for 21st century skills. 21st century skills: Rethinking how students learn, 175-199.
  • Baron, K. (2011). Six steps for planning a successful project. Recuperado de: http://www.archford.org/vimages/shared/vnews/ stories/46f80a6ca4aac/Six%20Steps%20for%20Planning%20a%20 Successful%20Project.pdf
  • Belland, B. R., French, B. F., & Ertmer, P. A. (2009). Validity and problembased learning research: A review of instruments used to assess intended learning outcomes. Interdisciplinary Journal of Problembased Learning, 3(1), 5.
  • Bender, W. (2012). Differentiating Instruction for Students with Learning Disabilities: New Best Practices for General and Special Educators (Tercera edición). Corwin.
  • Belland, B. R.;French, B. F. & Ertmer, P. A. (2009). Validity and problembased learning research: A review of instruments used to assess intended learning outcomes. Interdisciplinary Journal of Problembased Learning, 3(1), 5.
  • Bristow, A. (2013, April 29). Project-Based Learning Benefits Gifted Students: Springville Community. Recuperado de: www.springville. k12.ia.us/vnews/display.v/ART/2013/04/29/517fe6e16bfbc
  • Cohen, A. D., & Dörnyei, Z. (2001). Taking my motivational temperature on a language task. Minneapolis, MN: Center for Advanced Research on Language Acquisition, University of Minnesota.
  • Díaz, F. & Hernáncez, G. (2002). Estrategias docentes para un aprendizaje significativo: una interpretación constructivista. México: McGrawHill.
  • Díaz, G. E., & Suñén, B. M. (2016). The project-based learning in class of Spanish for professional purposes. Ð˜Ð±ÐµÑ€Ð¾Ð°Ð¼ÐµÑ€Ð¸ÐºÐ°Ð½ÑÐºÐ¸Ðµ тетради, (2), 77-82.
  • Dweck, C. S. (1991). Self-theories and goals: Their role in motivation, personality, and development. Nebraska: University of Nebraska Press.
  • Ferrari, M., & Mahalingham, R. (1998). Personal cognitive development and its implications for teaching and learning. Educ. Psychol., 1(33), 35–44.
  • Gagné, F. (2010). The DGMT: Building talent on the foundations of giftedness. Presented at Genazzano FCJ College, Sponsored by the Student Services Department of the Catholic Education Office, Melbourne, VIC .
  • Gambhir, P. B. (2007). International Problem-Based Learning Symposium. In International Problem-Based Learning Symposium.
  • Garrison, D. R., & Anderson, T. (2003). E-Learning in the 21st century:A framework for research and practice. London: Routledge/Falmer.
  • Hashim, R., & Din, M. (2009). Implementing outcome based education using project based learning at University of Malaya. European Journal of Scientific Research, 26(1), 80-86.
  • Hmelo-Silva, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266
  • Kelly, O. C., & Finlayson, O. E. (2007). Providing solutions through problem-based learning for the undergraduate 1st year chemistry laboratory. Chemistry Education Research and Practice, 8(3), 347-36
  • Larmer, J., & Mergendoller, J. R. (2010). 7 Essentials for project-based learning. Educational Leadership, 68(1), 34-37
  • Lau, I. (2009). PBL in English language learning in Macau: effects on Chinese tertiary learners’ beliefs and motivations (Doctoral dissertation, University of Nottingham).
  • Livingstone, K. A., & Ferreira, A. (2009). La efectividad de un modelo metodológico mixto para la enseñanza-aprendizaje de español como lengua extranjera. Boletín de filología, 44(2), 89-118.
  • Marzano, R., & Pickering, D. (2010, September 28). The Highly Engaged Classroom (The Classroom Strategies Series) Perfect Paperback – September 30, 2010.
  • Poikela, E. (2006). Knowledge, knowing and problem-based learning. Understanding problem-based learning.
  • Project-Based Learning Definition. (2013). The Glossary of Education Reform. Recuperado de: http://edglossary.org/project-based-learning/
  • Renzulli, J. S. (1986). The three-ring conception of giftedness: A developmental model for creative productivity. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 332-357). New York: Cambridge University Press.
  • Roessingh, H., & Chambers, W. (2011). Project-Based Learning and Pedagogy in Teacher Preparation: Staking out the Theoretical MidGround. International Journal of Teaching and Learning in Higher Education, 23(1), 60-71.
  • Rogers, K. B. (2007). Lessons learned about educating the gifted and talented: A synthesis of the research on educational practice. Gifted Child Quarterly, 51(4), 382-396
  • Sáez, F. T. (2002). Aprendizaje Cooperativo para la enseñanza de la lengua. Publicaciones, 32, 147-162.
  • Sahin, F., Güven, Ä°. & Yurdatap , M. (2011). Development impact of the scientific process skills in preschool children of projectbased training applications. Recuperado de: http://ecc.isc.gov.ir/ showJournal/26501/52686/696913
  • Schlemmer, D. & Schlemmer, P. (2008) Teaching Beyond the Test Differentiated Project-Based Learning in a Standards-Based Age. Minneapolis: Green Press.
  • Scott, C. A. (1994). Project-based science: Reflections of a middle school teacher. The Elementary School Journal, 1(1), 75-94
  • Sousa, D. (2009). How the gifted brain learns. (Segunda edición). Thousand Oaks, CA: Corwin Press.
  • Stanford, P., Crowe, M.W., Flice, H. (2010). Differentiating with Technology. Teaching Exceptional Children Plus, 6(4), 1.
  • Stanley, T. (2012). Project-based learning for gifted students: A handbook for the 21st-century classroom. Waco, Tex.: Prufrock Press Inc.
  • Stepien, W., & Gallagher, S. (1993). Problem-based learning: As authentic as it gets. Educational Leadership, 50(1), 2528
  • Strobel, J., & Van Barneveld, A. (2009). When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. Interdisciplinary Journal of Problem-based Learning, 3(1), 4.
  • Tano, M. (2016). L’apprentissage par problèmes: une méthode active d’enseignement des langues étrangères pour spécialistes d’autres disciplines.  Recherche et pratiques pédagogiques en langues de spécialité. Cahiers de l’Apliut, 35(spécial 1).
  • Tassinari, M. (1996). Hands-On Projects Take Students Beyond the Book. Social Studies Review, 34(3), 16-20
  • Tomlinson, C. A. (2005). Differentiating Instruction: Why Bother? National Middle School Association (NJ1), 9(1), 12-14.
  • Tseng, W. T., Dornyei, Z., & Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Linguistics, 27(1), 78-102
  • Walker, A., & Leary, H. (2009). A problem based learning meta-analysis: Differences across problem types, implementation types, disciplines, and assessment levels. Interdisciplinary Journal of Problem-based Learning, 3(1), 6.
  • Ward, J. D., & Lee, C. L. (2002). A review of problem based learning. Journal of Family and Consumer Sciences Education, 20(1), 16–20.