Problem Based Learning: assessment of a PBL curricular proposal for pre-service teacher training

Abstract

The different looks and readings that we do of the progress in current psychology and education make us reflect on how to improve our students' learning and what is the best way to help them discover knowledge by themselves. We know that the new trend is for teachers to stop being the protagonists, allowing the students to take up this role. When teaching at the university level, there is a good chance of implementing innovative methodological alternatives to promote great success in student's learning. The present article describes a methodological experience on active learning –known as problem –based learning (PBL) which places the student in the center of the learning process. The experience relates to students from the School of Humanities and Education of the University of Atacama. The results are shown in the present article.