Document prepared by the Territorial Accompaniment Team for the Schools

Promoters from Region 13, 24, and the municipality of San Miguel del Monte.

Claudia Echenique–Rita Montes–Nazareno Cuello

INTEGRATED KNOWLEDGE AND PROJECT/PROBLEM-BASED LEARNING

The 'integrated knowledge' refers to a proposal for teaching and learning.

where students develop knowledge in a school context of 'active practice'
from the articulation and complementarity of knowledge from different disciplines, that is to say
starting from a proposal for interdisciplinary learning. This type of learning is defined
as 'the process by which students come to understand sets of
knowledge and ways of thinking from two or more disciplines and integrate them to achieve a
new understanding." Interdisciplinarity also involves the teaching process in the
what should be put in interaction, integration, and dialogue, the concepts and contents
disciplinary, methodological frameworks, epistemological and ways of thinking, of two or more
disciplines in order to build knowledge by questioning, problematizing and explaining the world
real from the interaction between them.

If we characterize interdisciplinary learning, we can say that:

It has a specific purpose: that is to say, the integration between the disciplines allows for the.
students deepen their understanding of the real world, enriching their comprehension of
certain topics.

It is based on disciplines: disciplinary teaching is not replaced. Teaching

interdisciplinary relies on the disciplines, selects, reorganizes, and puts into interaction the
concepts and ways of thinking of them.

It is integrative: integration does not occur naturally, but it is necessary to propose it.
integrate the perspectives of different disciplines. In this sense, one must differentiate the
multidisciplinary approach of the interdisciplinary, the former refers to addressing a topic from
the perspectives of each discipline without trying to establish connections between them, in the
In the second case, the perspectives and elements of the different disciplines are interrelated and
relevant connections are established for the situation addressed. In some
cases in the interdisciplinary approach show forced integrations, being the
strategy to avoid that situation is to focus, not on the integration itself, on the
integration as a means to achieve understanding of a subject or a problem.

Interdisciplinary teaching and learning allows for replacing fragmented views.

about the world and moving towards a global explanation of world events
real, where processes, facts, or phenomena present themselves as a whole, intertwined
for multidimensional causes that require, for their analysis, understanding and explanation
the contribution of various disciplines. The development of interdisciplinary teaching requires
to understand it as 'interdisciplinary', which, according to Boix Mansilla, V., is the ability to integrate
the knowledge and ways of thinking of two or more disciplines, to create products, solve
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problems and offer explanations that would not have been possible through a single one
discipline. In this sense, we can assert that interdisciplinarity allows for reaching new
levels of understanding of reality, to the construction of new knowledge starting from the
that the students already possess.

In the teaching and learning process, it is essential to ask ourselves about the benefits of a
interdisciplinary learning, and about the necessary elements for teaching
integrated.

Regarding learning:

the purpose of this learning is for students to reach understanding

interdisciplinary or integrative, it exists when concepts, methods are integrated,
ways of communication between two or more disciplines or areas of knowledge, to solve a
problem, create a product, explain a phenomenon or pose new questions.

The development of flexible thinking enables students to strengthen the

comprehension ability.

approach knowledge creatively and transfer it to any situation in the world

real.

It necessarily develops collaboration and teamwork and/or collective work.

encourages students to use, question, and evaluate the knowledge coming from the
different disciplines or areas of knowledge.1

it proposes holistic learning, establishing links between disciplines with the aim
to provoke a broad learning experience, where the integration of concepts, ideas, and modes of
thinking provides a global perspective on various topics gaining significance for
students and society, enabling the application of acquired knowledge in various
contexts.

enables the development of skills so that students can apply and

transfer knowledge to different situations.

Regarding teaching:

promotes co-participation, reciprocity, and cooperation among teachers.

requires teachers to work to develop the students' abilities, to

find deep and productive relationships between different disciplines.

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Common spaces for multiple disciplines where the relevant didactic environment is created for
students can perceive the relationships and connections between disciplines and the world
real.

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it is determined that in an interdisciplinary proposal, the participation of is always necessary
the disciplines that are related to the theme and purpose, and not the
participation of all disciplines.

performance of understanding2that allow students to demonstrate the

understanding of the disciplines, the relationships between them, putting into play the
knowledge that they already possess.

promotes continuous or formative assessment, valuing what the individuals themselves

students evaluate their learning in a self-assessment process.

It prompts teachers to ask themselves what, how, and why teaching.

interdisciplinary, to develop active learning where the student is the
protagonist of their educational journey.

- requires that teachers: deepen their capacity for this type of teaching, expand
the understanding of their disciplines and incorporate those from other fields of knowledge, redefine their
teaching practices, consider interdisciplinarity as a way to expand and deepen the
understanding, consider the disciplines as dynamic perspectives to explain and
understand the world, and take ownership of interdisciplinary teaching, not as teaching
of 'themes' with or without connections, but rather as a way to establish connections
significant among the disciplines regarding different situations or processes that give rise to
questions or problems that require an integrated approach and that are developed in
areas or fields of knowledge.

The "Integrated Knowledge" is a teaching and learning proposal that is always

Interdisciplinary, and they can be addressed through different methodologies such as the
Project-Based Learning or Problem-Based Learning.

The previous development shows that the relationship between learning

interdisciplinary and the ABP methodology is based on Active Learning which includes the
Collaborative Learning, Problem-Based Learning, Learning Based on
Projects, Service Learning, among others.

Project-Based Learning - Problem-Based Learning

The proposal of 'integrated knowledge' for Secondary Education, in accordance with the MOA,
aims at integrated, interdisciplinary teaching and learning, taking as a proposal
methodological the Project-Based Learning or Learning Based on
Problems, with the aim of placing students at the center of the scene generating
active learning where the center of the process is the student 'learning to

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Particular type of learning experience that fosters flexibility in use of the
knowledge in new situations

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to learn,” and promoting in them the development of capabilities that come into play
both the 'Knowledge' and the 'Know How'.

The methodological proposal of ABP might suggest that 'teaching' is not a

process that is part of that proposal, even considering the teacher only as
a "facilitator" and at times an "obstacle" to learning. The truth is that the
teachers occupy a place in this methodological proposal to enable learning
significant, activate the curiosity and interest of the students, assess the needs and
students' interests, in the construction with students of the initial question or
from the problems, from the organization of the project, the formation of groups, the
establishment of agreements regarding the calendar and the work plan, among others, it
which leads us to talk about project-based teaching and learning (PBTA)

Since learning and teaching are part of the same process, it is to improve the
learning is necessary to improve, renew, and re-signify the teaching process through
proposals, of methodologies and strategies aimed at generating improvement in quality of
the learnings, seeking to develop capacities in students, throughout the
secondary education, which values the 'knowing' and the 'knowing how to do'.

We can make some considerations or characterizations of PBL:

Project-Based Learning differs from Problem-Based Learning in

that the first establishes the obtaining of a final product, while the second has
as a priority objective the search for solutions to certain problems.

The ABP arises from a need, an interest, a real motivation, related to issues
concrete and are part of the real world of students and is expressed through
clear, important questions regarding a topic that corresponds to a field of
knowledge.

Project-Based Learning (PBL) is a teaching and learning strategy that can be developed for both
disciplinary or interdisciplinary learning, to know/learn, as well as to problematize and
broaden the knowledge already acquired.

Problematicizing is not asking. The question leads us to know, to learn, about

certain themes. The problematization is carried out on knowledge already acquired.

The ABP takes into account the knowledge already acquired and generates new knowledge in a context.
of interdisciplinary teaching and learning, that is to say the proposed topic is approached from
the contribution of fields of knowledge, not as the sum of parts but as the
interrelation between those parts. The process to reach that solution requires work
as a team integrating knowledge, I conducted the analysis of the parts/elements/variables.
what make up the theme, establish the relationships and correlations between those parts, and
they reach the synthesis, the final product, or the possible answers to the problem.

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The ABP Project always arises from an idea, a problem, or a need that is
connects with the student's real world and sparks their interest.

The ABP requires a clear, powerful, deep, broad initial question that guides the
Project that allows to establish meaningful connections and is not limited to a discipline and
that takes into account the needs and interests of the students.

The ABP methodology requires prior knowledge from teachers.

recognizes the diversity in the ways and modes of learning of students and takes into account
tell the trajectory of the students

requires collaborative work, not only among the students, but also between them and
the teachers

the evaluation is formative and self-assessment is included

the final product is achieved, in the case of Learning Based on

Projects, or the answer to questions in the case of Problem-Based Learning

proposes the review of learning assessment practices

Multidimensional questions give rise to a variety of connections that can

exceed the knowledge of the teachers and the available resources, which is
It is necessary to take into account the possibilities that the project being built is viable.

The methodology of Project-Based Teaching and Learning allows students to

students recognize social practices that deepen school learning,
building new knowledge addressed through the appropriation of capabilities and
competencies that prepare them for solving a variety of situations, within a framework
both individual and collaborative work that allows him to increase self-confidence
same and in the working group.

Aspects to consider for writing the project.

Next, we summarize the different stages to consider when planning and

textualize the project:

Institution:

Title:

Curricular Spaces:

Teachers:

Year and section: Weekly work hours dedicated to the project:

Academic year:

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1) Foundation:

Idea/need/interest/problem (point 1 NETWORK OF SCHOOLS): projects arise from an idea, a

challenge or a problem that connects with the student's real world, that sparks their interest and generates
motivation.

Brief description of the project, indicating the final product.

Significance: why it is significant for students, in what way it relates to their

lives, it helps them respond to concerns and needs they have, how it relates to what
that they are concerned about, demand, interrogate them.

-Relevance: How the project relates to the curricular design and the contents of the
participating subjects.

Theoretical and referential framework: from what theoretical perspective is the work being done. For example, explain how to
understands active learning and the way learning is conceived in relation to the
capabilities.

2) Driving question (point 2 NETWORK OF SCHOOLS): it is the heart and guide of the project. This must be
profound, challenging, with an open ending and does not have a single valid answer.

3) Project objectives (point 5 NETWORK OF SCHOOLS)

The project's objectives must be linked to the justification and be feasible from the
project presented. Also, when stating the objectives, the capabilities should be included to
to develop.

4) Curricular articulation of the project: (point 3 NETWORK OF SCHOOLS - select the contents)
curricular elements that will be worked on throughout the project and identify central concepts of the
different disciplines and seek connections between them).

Theme Subjects involved and Capacity development

articulation between them (point 4 Network of Schools)

5) Work agenda. (point 6 NETWORK OF SCHOOLS)

Stages of project realization Time/Space: Responsible parties: Products

Date Work teams and expected
Time functions.
Space/s
curricular
Space
institutional.
Project launch (point 7)
SCHOOL NETWORK
Project development (point 8 RED)
OF SCHOOLS)
End of the project. Presentation of the
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final product. (point 9 NETWORK
SCHOOLS)

6) Reflection time (point 10 NETWORK OF SCHOOLS): formative assessment occurs throughout

the entire process that ends with a final evaluation. It is time to see achievements and mistakes.
At this point, it is important to explain the evaluation dynamics (how to include self-assessment,
heteroevaluation and co-evaluation; how it will be achieved that it is formative and processual), the instruments
(what evidence will be taken into account), the criteria (taking into account those agreed upon for the
colegiate evaluation.

BIBLIOGRAPHY

Anijovich, Rebeca and Capelletti, Graciela. "Assessment as an Opportunity". Ed.

Paidós, Buenos Aires, 2017.
-Barell, John. “Problem-based learning, an investigative approach”. Ed.
Spring, Buenos Aires 2007.
Full Learning

SOURCES

Ministry of Education and Sports of the Nation. Secretariat of Innovation and

Educational Quality. 2017. Annex Res. 330/17. MOA: Framework of Organization of the
Learnings.
- Boix-Mansilla, Verónica. 'Guide of the PAI for Teaching and Learning'
interdisciplinary. Harvard Graduate School of Education. Bachelor's degree
International
Catholic University of Argentina, Department of Education. Workshop 'Learning
For Projects Based on Capabilities, Skills, and Aptitudes, 2018.
-Transform Secondary Education. 'Teaching and Learning Based on
Projects (EABP), Systematization of the Collective Construction Process. 2018
Learning Network of Schools. 'Project-Based Learning. Elements
Essentials.
-Perrenoud Philippe. "Learning At School Through Projects: Why?"
How?