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Project-based Learning: A Didactic Proposal for Socio-Emotional Development

Authors

  • Jaime Solís-Pinilla
No. 6 (2021): January-June 2021
https://doi.org/10.5354/2452-5014.2021.60710

Abstract

This article aims to identify the stages of project-based learning (PBL) related to socio-emotional development, through a project proposal for high school students, considering the new curricular bases established by the Ministry of Education of Chile. To do this, different dimensions of socio-emotional learning, the PBL methodology and its projections in the Chilean educational system are analyzed. The above is accompanied by a didactic proposal based on the development of activities under the PBL methodology, aimed at students of 3rd and 4th year of secondary education, considering natural science subjects. The new curricular bases, in transition during 2020, provide ideal spaces to develop not only content, but also train students in a comprehensive way, from the cognitive, social and emotional aspects.

Keywords:

Socio-emotional learning, project-based learning, 21st century skills, emotional education, curricular reforms

Author Biography

Jaime Solís-Pinilla

Professor of Biology and Natural Sciences, Colegio Raimapu-Tierra Florida, La Florida, Santiago of Chile; Master in Biological Sciences, University of Chile, Santiago, Chile; Bachelor in Education, Metropolitan University of Educational Sciences, Santiago, Chile.

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How to Cite
Solís-Pinilla, J. (2021). Project-based Learning: A Didactic Proposal for Socio-Emotional Development. Revista Saberes Educativos, (6), 76–94. https://doi.org/10.5354/2452-5014.2021.60710
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Revista Saberes Educativos
Facultad de Filosofía y Humanidades
Universidad de Chile
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