Resumo

LACUEVA, Aurora. PROJECT BASED LEARNING AT THE SECONDARY SCHOOL: EXPERIENCES AND REFLECTIONS OF TEACHERS. Paradígma [online]. 2012, vol.33, n.2, pp.027-062. ISSN 1011-2251.

The purposes of this research are to determine relevant characteristics of Project based learning (PBL) experiences enacted at the secondary school level; to highlight reflections and evaluative considerations of teachers implicated; and to make proposals based on the above. The research involves two phases and in this paper I present results of the first one. I gathered information through a questionnaire answered by 47 teachers with experience in PBL and 37 teachers without it. Most teachers consider the strategy as potentially positive, and are inclined to work with it. However, they also think that, at present, the benefits it is offering to students are modest or scarce. Teachers with experience in PBL report variety in kind of projects developed their modes of implementation and the connections established. There is also variety in types of activities put into practice, strategies for communication of results and audiences involved. On the other hand, most projects are chosen and designed without student participation, and there is the rigid tendency for the whole school to work on the same theme. Curricular integration is perceived as a sine qua non for each and every project. Students’ research is mentioned although not as frequently. At the end of the paper I include some considerations and questions for the future.

Palavras-chave : Project based learning; students’ research; secondary education.

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