Uruguay vs PBL

Abstract

Since the pandemic settled in Uruguay, the educational system has undergone some changes that have had to be carried out given the health emergency situation. This has highlighted the need to implement new teaching methodologies. The PBL is one of these forms, which some time ago appeared as an option to teaching methodologies.

This paper aims to analyze the vision and application that Uruguayan teachers give to PBL, the scope and difficulties that arise when putting it into practice. The hypothesis is that the virtual situation has encouraged teachers to become interested, venture into and apply PBL.

The survey methodology was used, through electronic forms, which were completed voluntarily in the year 2021, by 117 teachers from all over the country, belonging to various subsystems. From the study, it emerges in the first place that most of the teachers who apply PBL are linked to science clubs. A growing interest in adopting new teaching-learning methodologies is demonstrated, since students need innovative strategies, by the teacher, with the aim of arousing interest, especially in the virtual framework. Those teachers who implemented PBL obtained satisfactory results, but show the need to be trained. Finally, looking for students' opinions could be interesting as a continuation of this research.