Abstract:

The purpose of this paper is to investigate the ways in which collaborative learning strategies are integrated into the method of education based on projects and are applied in the classrooms, specifically in the subject of Energy Technology of the Degree in Chemical Engineering at the University of La Laguna. The objective of this research modality is to establish a connection between research and educational practice, in such a way that lecturers have scientific evidence to support their work as education professionals.

Introduction:
Taking into account that necessarily the lecturer must scientifically and theoretically support the programming of their teaching, making explicit what is going to be done and ordering the elements that intervene in the teaching-learning process, in this section a theoretical ground related to the education based on projects is presented. From this synthesis the characteristics, the methodology, the role of the lecturer and the student were defined, as well as the elements to be taken into account in the planning of the instructional design, in order to have a theoretical support to guide the efforts of the lecturer in the conduct of the teaching-learning process. The method of education based on projects, integrating collaborative learning, is part of the interactive model. Among the elements that make up this model are project-based learning and collaborative learning.

Methodology:
Within the present paper, it was established as a general objective to improve the acquisition of competences for autonomous learning through education based on projects, particularly in the subject of Energy Technology in the degree of Chemical Engineering. In this way, it was intended that the student acquire the knowledge, skills and attitudes necessary to plan, perform and evaluate the activities established as part of project work.
Considering the education based on projects from its didactic design, it was pursued that the student achieve the following objectives: integration of theory with practice, situational analysis, activation of previous knowledge, reflection as a means to know reality, establishment of learning goals and development of self-motivation. Likewise, in project work, situational learning was integrated with the following objectives: to enhance cognitive skills beyond memorization and understanding of concepts, to achieve reflection in students, to understand and analyze the environment that surrounds them, to integrate theory and practice, and to apply knowledge as a social practice.

Results and conclusions:
Based on the analysis of the information gathered through the instruments designed for the implementation of the project, several coincidences were found between the assessment of the students, the lecturers and the researchers. One of the aspects of evident coincidence was the confirmation that education based on projects constitutes an effective method for the development of competences in the student. One of the conditions that determines the success of this learning strategy is a well structured instructional design as a work guide, not only for the lecturer, but also for the students. This was evidenced in the questionnaire made to the students, in which 80% of them considered it convenient to continue doing this type of activities as part of their learning, as in the interviews with the lecturers.

Keywords:

Education based on projects, teaching strategies, teaching innovation.