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Revista de Ciencia y Tecnología

versión On-line ISSN 1851-7587


ACUNA, Miriam G  y  SOSA, Nora M. Experimenting teaching practices: The ABP, their implications for the performance of the role of tutor. Rev. cienc. tecnol. [online]. 2017, n.27, pp.63-68. ISSN 1851-7587.

The present work communicates the results of teaching, with the pedagogical approach, the problem-based learning technique (PBL) in the subject Organic Chemistry in the Bachelor Degree in Genetics and the Biology Teacher Training at the National University of Misiones. The teaching practices that promote the active learning have profitable effects on the students’ appropriation of the content. The raising question of an issue allows the student to carry on the analysis and the subsequent discussion about the theoretical and conceptual elements, retrieving the framework that gives them sense. The student is stimulated to accept the challenges that the subject contents represent, as well as to create a link between what is learnt and the experience, providing a space for the construction of the knowledge. In each semester the disruptive situation is modified, allowing the students to learn from the exploration, research and discovery which prepare them for the future professional activity in multidisciplinary work groups. With the introduction of the dilemma, the requirements for the activity are defined, and the ongoing evaluation is carried out by means of rubrics. The whole activity involves an evaluation conducted by the tutoring teachers and their peers, both of them following a four point Likert scale survey that goes from total agreement to complete disagreement. Over the years, since the PBL practice implementation, it has been observed that teachers and students have undergone the process of reinforcement of the methodology, bearing in mind that it is a complex, conflictive and practice that leads to a continuous inquiry. Moreover, the students embrace the experiences that help their learning desires develop, resulting in a learning that is characterized by solving real and contextualized tasks within a group of people that work together. The collaborative work boosts learning and increases the number of passing scores.

Palabras clave : Learning based on problems; University; Teaching.

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