Keywords
compromiso estudiantil
enseñanza de las ciencias naturales
aprendizaje significativo
project-based learning
student engagement
natural science education
meaningful learning
How to Cite
Abstract
This study analyzes how Project-Based Learning (ABP) influences student engagement and learning in natural sciences from the students’ perspective. Conducted during the first semester of 2021 at an international school in Costa Rica, the research adopted a qualitative approach using the Participatory Action Research (PAR) method. Data from 39 students in grades 6 to 8 were collected through observations, field journals, questionnaires, and interviews, and analyzed using qualitative coding and thematic categorization, identifying patterns related to cognitive, emotional, and behavioral engagement. The results show high levels of engagement, with 87,5% of students participating more actively in scientific discussions during projects and 85% reporting a greater understanding of concepts. The study concludes that ABP is an effective strategy for fostering meaningful and motivating learning by enabling students to connect scientific concepts with real-world problems. Additionally, its implementation strengthens skills such as autonomy and collaboration. However, more structured planning is needed to address challenges related to time management and initial guidance in this pedagogical approach.
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