LEARNING EXPERIENCE USING PBL THROUGH INTEGRATIVE WORK

Abstract

AT PRESENT IT IS NECESSARY TO PROPOSE ACTIVITIES THAT ENCOURAGE THE STUDENTS' DEVELOPMENT OF THEIR PROFESSIONAL TRAINING PROCESS, AND EVEN MORE IF SUCH PROPOSALS ARE IMPLEMENTED WHEN THEY ARE JUST STARTING THEIR LEARNING JOURNEY. THAT IS WHY THIS STUDY CONSIDERS PROBLEM-BASED LEARNING (PBL) AS A HIGHLY ENRICHING METHODOLOGY FOR IT BRINGS ABOUT CASES REGARDING THE STUDENTS' WORK FIELDS, AND BY DOING SO, THEY CONTEXTUALIZE BOTH LEARNING AND VOCATIONAL TRAINING. IT SHOULD BE NOTED THAT THIS METHODOLOGY WAS IMPLEMENTED THROUGH INTEGRATIVE WORK INVOLVING COURSES FROM THREE ACADEMIC AREAS AND IN COORDINATION OF TEACHERS OF THE GENERAL STUDIES DEPARTMENT OF A PRIVATE INSTITUTION IN LIMA, PERU. THE INITIATIVE FOCUSES ON STUDENTS WHO ARE JUST BEGINNING THEIR PROFESSIONAL CAREER BECAUSE IT AIMS AT DEVELOPING THE DESIRED COMPETENCIES BY THE END OF EACH AND EVERY COURSE INVOLVED. BEFORE APPLYING THIS PROPOSAL, THE ADVANTAGES OF WORKING WITH PROBLEM-BASED LEARNING AND INTEGRATIVE WORK WERE REVIEWED TO BUILD NEW SKILLS IN OUR STUDENTS WHICH MAY GO BEYOND THE ACADEMIC STAGE. IN SHORT, IT IS WORTH TO MENTION THAT THESE ACTIVITIES HELP STUDENTS FIND THEIR ACADEMIC TRAINING MEANINGFUL, RELATABLE TO THEIR FUTURE WORK FIELD, AND MOTIVATIONAL THROUGHOUT THEIR TEACHING-LEARNING PROCESS. © 2024 LATIN AMERICAN AND CARIBBEAN CONSORTIUM OF ENGINEERING INSTITUTIONS. ALL RIGHTS RESERVED.