Project Based Learning: A Systematic Literature Review (2015-2022)

Authors

  • David Ruiz Hidalgo Universidad de Burgos
  • Delfín Ortega-Sánchez Universidad de Burgos

DOI:

https://doi.org/10.37467/revhuman.v11.4181

Keywords:

PBL, Preschool Education, Primary Education, Secondary Education, Systematic Review, Methodology, Learning

Abstract

Project Based Learning (PBL) generates interdisciplinary teaching contexts in which competency-based learning processes take precedence. PBL favours the development of students’ cognitive, linguistic and social skills, and encourages active participation, motivation and creativity. However, research on PBL acquires differential nuances in its implementation at different educational levels. This descriptive and inferential study aims at analysing didactic research published from 2015 to 2022, according to PRISMA guidelines. The results obtained report an outstanding Spanish presence in the areas of natural sciences. The results suggest a greater curricular extension of this active methodology and its attention in initial teacher training.

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Referencias de los estudios seleccionados

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Published

2022-12-20

How to Cite

Ruiz Hidalgo, D. ., & Ortega-Sánchez, D. (2022). Project Based Learning: A Systematic Literature Review (2015-2022). HUMAN REVIEW. International Humanities Review / Revista Internacional De Humanidades, 14(6), 1–14. https://doi.org/10.37467/revhuman.v11.4181

Issue

Vol. 14 No. 6 (2022): Monograph: "Proposals for a New Way of Teaching"

Section

Research Articles (Special Issue)

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