Abstract:

This work presents an educational innovation program focused on Project-Based Learning, which promotes scientific assessment in Basic Education students. The context that gave rise to this program was the health crisis of 2020, a scenario where teachers had to confront the limitations produced by the unplanned imperative of teaching remotely without greater didactic resources. Based on this need detected in the Maule Region, Chile, this strategy was designed to support Basic Education teachers from educational centers associated with the Experimentation and Inquiry Program, belonging to the initiative of the Explora Program of the Maule Region, executed by the Outreach Unit of the Directorate of Community engagement of the University of Talca.

The proposal addressed the problem through four key steps:
(a) Design of Teaching Resources: Creation of digital materials adapted to PBL, facilitating distance learning.
(b) Teacher Training: Training in the use of digital tools and PBL methodologies to ensure effective implementation.
(c) Project Implementation: Development of online scientific projects, allowing students to actively participate in their learning using their home as a laboratory, maker space and museum.
(d) Feedback: Monitoring and adjustment of the program based on the experience of teachers and students to optimize its effectiveness.

At the bibliographic level, the foundation was built as a conceptual framework structured in three thematic axes:
(1) Connectivist theories for learning in the digital age and the Taxonomy of cognitive skills;
(2) fundamental concepts that place the problem in the context used by the object of study and
(3) the technopedagogical implications.

From a methodological point of view, the strategy is described as a good pedagogical practice in full dialogue with the technique of systematization of experiences, mediated by printed and digital resources. Regarding design, the methodological mix in two phases stands out: the first involved the observation technique through which the progressive learning of the participants was evaluated based on the teachers' online field notes. The second corresponded to the statistical analysis of the participation of pedagogical actors based on the metrics extracted from social networks. Among the results, it is highlighted that the program benefited 20 educational establishments in 20 communes in the Maule Region, with a population reach of approximately 35 teachers and 400 students. Despite the emergency context, the educational commitment was maintained, achieving a successful transition from the in-person to the virtual approach. Students developed self-management and responsibility skills by managing their time and resources from home. Furthermore, the inclusion of families in the educational process strengthened family ties and enhanced the development of scientific skills from home. It was concluded that the program proved to be an effective solution for distance learning during the health crisis, allowing the development of autonomous skills in students and improving family collaboration in learning. The expansion of the program to other regions and educational levels is recommended, as well as the continuous improvement of teaching resources and strategies.

Keywords:

PBL, didactics, educational innovation, deep learning, education in emergency contexts.