Implementation of the project-based learning methodology for teaching social studies to elementary school students

Abstract

The present study aimed to analyze the contribution of the Project-Based Learning (PBL) methodology to the teaching of Social Studies in students of Basic General Education at Unidad Educativa El Valle de Elah. The research was conducted under a mixed-methods approach to obtain a comprehensive understanding of the perceptions and experiences of the educational actors involved. Through purposive sampling, the sample consisted of 20 students and 2 teachers. This selection responded to the particular context of the institution. The results showed that students demonstrated greater motivation, active participation, meaningful understanding of the contents, and the development of critical thinking. In turn, teachers highlighted that PBL fosters autonomy, collaboration, and the connection of the contents with the students’ sociocultural context. However, challenges were identified regarding the lack of time, teaching resources, and teacher training in active methodologies. These limitations suggest the need to promote continuous training opportunities and institutional support to strengthen the implementation of the methodology. It is concluded that PBL is an effective pedagogical strategy that enhances the teaching of Social Studies, promotes meaningful learning, and prepares students to interact critically, reflectively, and responsibly with their environment. Future studies could expand the sample or explore the impact of PBL in other curricular areas, as well as its influence on the development of civic competences.