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Problem-based Learning (PBL): Educational Experience in Biology and Chemistry at the Universidad Metropolitana de Barranquilla, Colombia
The objective of this article is to understand the importance of Problem-Based Learning (PBL) as a pedagogical strategy for the teaching of Biology and Chemistry in the Nursing program of the Universidad Metropolitana of Barranquilla. The methodology consisted of a classroom action research, which was based on focus group interviews, to identify the perception that professors and students had about problem-based learning (PBL), after which PBL was implemented during the period 2016-1 and was the first approach of professors to this didactic strategy, which was done through an induction by an expert professor on the subject and the completion of a course on PBL. For 2016-2 the Biology and Chemistry professors began to apply PBL, following the seven steps of the Maastricht University model. As a result, it was obtained that students developed environmental awareness, which was evidenced in their participation in training activities in the classroom and in the university community, during the development of environmental education campaigns, as well as their behavior towards environment care and preparation of proposals for its improvement in the Universidad Metropolitana and its surroundings. In conclusion, PBL contributed to the construction of knowledge, in accordance with the theories of meaningful learning, increasing the degree of motivation of students in participating in the activities of their training process.
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