Publication: Líneas maestras en el Aprendizaje por Problemas
Authors
Font Ribas, Antoni
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
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info:eu-repo/semantics/article
Description
Abstract
El aprendizaje por problemas es una metodología de aprendizaje que consiste en construir el conocimiento sobre la base de problemas de la vida real. Este proceso se lleva a cabo de manera inversa a como se acostumbra a realizar mediante la metodología tradicional. Se parte de un supuesto para generar las ideas con la activación del conocimiento previo y el trabajo en grupos reducidos. El aprendiz adquiere un rol protagónico y se hace responsable de su propio proceso de aprendizaje. En este contexto la función del docente queda relegada a un plano más secundario. Deja de ser un transmisor de conocimientos para pasar a ser un facilitador del proceso de aprendizaje del alumno. El trabajo se lleva a cabo en el seno de grupos reducidos.
Problem Based Learning is a methodology of learning, which consists of building knowledge on the basis of real-life problems. This process is implemented in a different way from the usual. The problem offers support to activate previous knowledge and generate ideas and the work is done in small groups. The student plays a prominent role and he is responsible for his own learning process. This environment provides a different role for the teacher, who is assigned a more secondary place. The teacher leaves the traditional role as transferer of knowledge to become a facilitator of the learning process. The work is done in small workgroups.
Problem Based Learning is a methodology of learning, which consists of building knowledge on the basis of real-life problems. This process is implemented in a different way from the usual. The problem offers support to activate previous knowledge and generate ideas and the work is done in small groups. The student plays a prominent role and he is responsible for his own learning process. This environment provides a different role for the teacher, who is assigned a more secondary place. The teacher leaves the traditional role as transferer of knowledge to become a facilitator of the learning process. The work is done in small workgroups.
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