<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2739-0063</journal-id>
<journal-title><![CDATA[Revista InveCom]]></journal-title>
<abbrev-journal-title><![CDATA[Revista InveCom]]></abbrev-journal-title>
<issn>2739-0063</issn>
<publisher>
<publisher-name><![CDATA[Asociación Investigadores Venezolanos de la Comunicación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2739-00632025000300190</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.14680171</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aprendizaje basado en proyectos y su influencia en el pensamiento crítico en estudiantes de educación básica]]></article-title>
<article-title xml:lang="en"><![CDATA[Project-based learning and its influence on critical thinking in basic education students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Delgado Carreño]]></surname>
<given-names><![CDATA[Betty Cecilia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz Espinoza]]></surname>
<given-names><![CDATA[Maribel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Guayaquil ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Piura ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<volume>5</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-00632025000300190&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632025000300190&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632025000300190&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El presente estudio consideró como objetivo general determinar la influencia del Aprendizaje Basado en Proyectos (ABP) en el pensamiento crítico de los alumnos de educación media de una institución educativa, valorando no solo su efectividad en el contexto abordado, sino también su potencial como marco de referencia para futuros estudios asociados al tema. La investigación se realizó bajo un diseño aplicado, de enfoque cuantitativo y con un esquema cuasi experimental. Como población de estudio se integró a 60 estudiantes, 30 correspondientes al grupo experimental y 30 al grupo de control. Los resultados de la evaluación pretest no evidenciaron diferencias entre ambos grupos; sin embargo, el post test mostró una diferencia importante en el nivel de respuesta de los estudiantes, dejando al 86,7% del grupo de control en un nivel bajo y ubicando al 83,3% de los alumnos del grupo experimental en un nivel de valoración alto. Asimismo, estadísticamente, se aceptó la hipótesis de la investigación, considerando una diferencia de medias de más de 40 puntos, así como una U = 32,500; Z = -6,194; Sig. = 0,001, lo que permitió aceptar la hipótesis del investigador, señalando que la aplicación de actividades ABP influye significativamente en el pensamiento crítico de los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The general objective of this study was to determine the influence of Project Based Learning (PBL) on the critical thinking of high school students in an educational institution, assessing not only its effectiveness in the context addressed, but also its potential as a frame of reference for future studies on the subject. The research was conducted under an applied design, with a quantitative approach and a quasi-experimental scheme. The study population consisted of 60 students, 30 corresponding to the experimental group and 30 to the control group. The results of the pretest evaluation showed no differences between the two groups; however, the posttest showed a significant difference in the level of student response, leaving 86.7% of the control group at a low level and 83.3% of the students in the experimental group at a high level of assessment. Likewise, statistically, the research hypothesis was accepted, considering a mean difference of more than 40 points, as well as a U = 32.500; Z = -6.194; Sig. = 0.001, which allowed accepting the researcher's hypothesis, indicating that the application of PBL activities significantly influences students' critical thinking.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[ABP]]></kwd>
<kwd lng="es"><![CDATA[pensamiento crítico]]></kwd>
<kwd lng="es"><![CDATA[educación media]]></kwd>
<kwd lng="en"><![CDATA[PBL]]></kwd>
<kwd lng="en"><![CDATA[critical thinking]]></kwd>
<kwd lng="en"><![CDATA[secondary education]]></kwd>
</kwd-group>
</article-meta>
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