The use of project-based learning to enhance critical thinking skills among sixth-form students
DOI:
https://doi.org/10.71068/k8421155Keywords:
project-based learning, critical thinking, active methodologies, secondary educationAbstract
Project-based learning was conceptualized as an active methodology aimed at promoting meaningful knowledge construction through the resolution of real-world problems, thereby fostering critical thinking development in high school students. The general objective of this study was to analyze the application of project-based learning as a pedagogical strategy to strengthen critical thinking among students in Ecuador, Mexico, and Honduras. The research followed a quantitative approach with a pre-experimental single-group design, applying a pretest and posttest to a sample of 150 students aged 15 to 19. The instrument was validated by 12 experts through content validation, ensuring clarity, relevance, and coherence. The intervention was implemented over four weeks through interdisciplinary project-based activities. The results showed significant improvements in skills such as analysis, interpretation, inference, argumentation, and information evaluation, reflected in an increase in “agree” and “strongly agree” responses on the Likert scale. It was concluded that the applied strategy effectively strengthened students’ critical thinking, demonstrating its relevance and effectiveness as an innovative pedagogical alternative for developing 21st-century competencies in diverse Latin American educational contexts.
References
Calderón, J., & Méndez, L. (2021). Project-based learning and critical thinking skills. Journal of Educational Research, 45(2), 123–135. https://doi.org/10.1016/j.jer.2021.02.005
Díaz, F., & Barriga, A. (2023). Estrategias docentes para un aprendizaje significativo. Revista Iberoamericana de Educación, 89(1), 45–60. https://doi.org/10.35362/rie891234
Fernández Olivero, E. D., & Simón Medina, N. M. (2022). Revisión bibliográfica sobre el uso de metodologías activas en la formación profesional. Contextos Educativos, (30), 131–155. https://doi.org/10.18172/con.5362
Flores Suárez, A. A., Cabrera Lituma, E. A., Salazar Vasquez, E., & Angulo Angulo, J. E. (2026). Integración del aprendizaje basado en proyectos en la educación universitaria: impacto en la creatividad y resolución de problemas de los estudiantes. Sage Sphere of Technology, Sciences, Discoveries And Society, 4(1), 1-23. https://doi.org/10.63688/4wxbkw16
García-Martínez, I. (2023). Innovación educativa en América Latina. Education Policy Analysis, 12(3), 78–95. https://doi.org/10.1080/epa.2023.45678
Herrera, M., & Castillo, P. (2022). Pensamiento crítico en educación secundaria. Revista Latinoamericana de Educación, 14(2), 89–104. https://doi.org/10.5678/rle.2022.145
Jiménez, R., & Vargas, C. (2023). Project-based learning in secondary education. Teaching and Teacher Education, 56(4), 210–225. https://doi.org/10.1016/j.tate.2023.04.010
López, A., & Andrade, J. (2021). Transformación pedagógica en el aula. Educación y Sociedad, 32(1), 55–70. https://doi.org/10.1590/es.2021.321
Morales, D., & Castro, F. (2024). Aprendizaje significativo y metodologías activas. Revista Educación, 48(1), 22–38. https://doi.org/10.15517/revedu.v48i1.56789
Moreira Parrales, ML, Murillo Sánchez, MM, Vite Juanazo, LV, & Cifuentes Moreira, JE (2025). Matemáticas en la educación secundaria superior rural y mejora cognitiva: oportunidades y tensiones en el uso de tecnologías para mejorar el rendimiento. NeuroData , 2 , 114. https://doi.org/10.63688/neurodata2025114
Navarro, P., & Peña, G. (2022). Active learning strategies in high school. Journal of Curriculum Studies, 54(3), 301–315. https://doi.org/10.1080/jcs.2022.87654
Paredes, L., & Rojas, M. (2022). Interacción social y aprendizaje. Revista Pedagógica, 40(2), 100–115. https://doi.org/10.22201/rp.2022.402
Parra-Panduro, K. N., & Cherre-Antón, C. A. (2025). Metodologías activas para el aprendizaje: revisión sistemática. Cienciamatria, 11(21). https://doi.org/10.35381/cm.v11i21.1763
Quiñónez Guagua, E. F., Triviño Diaz, A. L., Benítez Barro, A. C., & Mina Ortiz, A. E. (2025). Aprendizaje basado en proyectos como estrategia para la comprensión de la estadística en contextos universitarios. Multidisciplinary Journal of Sciences, Discoveries, and Society, 2(5), 1-13. https://doi.org/10.71068/9jy21s80
Rivas, E., & Torres, J. (2024). Competencias del siglo XXI en educación secundaria. Educational Review, 76(2), 150–167. https://doi.org/10.1080/er.2024.99887
Robles-Ramírez, A. J. (2024). Enfoque stem en la educación universitaria: estrategias activas para resolver problemas reales. Sage Sphere of Technology, Sciences, Discoveries And Society, 2(2), 1-14. https://doi.org/10.63688/5wwznr40
Rodríguez, L., & Molina, S. (2024). Innovación pedagógica y pensamiento crítico. Revista de Investigación Educativa, 42(1), 65–80. https://doi.org/10.6018/rie.42.1.12345
Sánchez, P., & Gómez, R. (2021). Constructivismo y educación. Revista Educación y Desarrollo, 19(3), 33–47. https://doi.org/10.22201/ed.2021.193
Segarra Figueroa, O. P., Neira Quinteros, V. P., & Sumba Arévalo, V. M. (2025). Neuroethics and digital literacy: critical skills for university students. NeuroData, 2, 116. https://doi.org/10.63688/neurodata2025116
Torres, V., & Cedeño, H. (2023). Dificultades en el pensamiento crítico. Revista Científica Educativa, 27(2), 88–102. https://doi.org/10.33333/rce.2023.272
Ulloa Navarrete, V. E., Olaya Mieles, B. A., & Rodriguez Estrella, D. A. (2025). Aprendizaje basado en proyectos (ABP) como estrategia para el desarrollo del liderazgo y la resolución de problemas en la educación. Star of Sciences Multidisciplinary Journal, 2(2), 1-13. https://doi.org/10.63969/8frwhn82
Villalobos, M., & Pérez, A. (2022). Pensamiento crítico en estudiantes. Education Sciences, 12(4), 210–225. https://doi.org/10.3390/educsci12040210
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Lizette Espinosa Rodríguez, Edwin Francisco Mejía Mejía, Verónica Annabel Estrella Romero (Autor/a)
This work is licensed under a Creative Commons Attribution 4.0 International License.
