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Interdisciplinary Problem-Based Learning Guide

This document describes the methodology of problem-based learning (PBL) to guide the solution of real problems from an interdisciplinary perspective. The process consists of 6 moments: 1) selecting a study topic, 2) exploring the topic from different perspectives, 3) defining the specific problem, 4) organizing the inquiry process, 5) conducting experiential or documentary research, and 6) analyzing the results and learnings obtained. The goal is to generate learning experiences.

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3 views1 page

Interdisciplinary Problem-Based Learning Guide

This document describes the methodology of problem-based learning (PBL) to guide the solution of real problems from an interdisciplinary perspective. The process consists of 6 moments: 1) selecting a study topic, 2) exploring the topic from different perspectives, 3) defining the specific problem, 4) organizing the inquiry process, 5) conducting experiential or documentary research, and 6) analyzing the results and learnings obtained. The goal is to generate learning experiences.

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Sociocritical methodology

Learning based on
problems(ABP)
Purpose:
Guide the solution of real problems from an interdisciplinary perspective (see the
problem from various perspectives), to generate different solution proposals,
con ello se crean experiencias de aprendizaje para la vida más allá del aula lo que
contributes to the development of their critical thinking.

Moment 1. Let's present


Select a content as a subject of study (problem) that arises from the dialogue.
group. In turn, the teacher identifies the connecting axes that are related.
To reflect and situate the scenario (classroom, school, or community): It is suggested to use a
image or brief reading related to the issue and accompany it with questions
detonators that generate discussion in the group.
The idea is to present a discussed theme to analyze to what extent it becomes
a problem of our immediate reality or if it is necessary to choose another.

Moment 2. Let's collect


Explain the theme with what is known: Explore and recover in a manner
general prior social and school knowledge regarding the topic
detected at moment 1.
The teacher guides the exploration from different disciplines: from the
biology, from ethics, from sociology, among others.
The data is retrieved from didactic techniques such as brainstorming.
ideas, word cloud, network of concepts, among others, and from where
Definitions and concepts will arise.
Clarify the definitions that have arisen around the theme, the
learning needs of the group and the possible factors that
they converge on the problem to identify.

Moment 3. Let's formulate the problem


After the exploration, the problem on which it is determined clearly
it will work, as well as the concerns and curiosities of the students regarding the
same.

Moment 4. Let's organize the experience


A work route is proposed for the inquiry process. (Use organizer):
1. Define the learning objective as a group: what learning outcomes will we achieve?

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