Un proyecto integrado de lengua y contenido mediante el cómic de no-ficción en un centro educativo de Eslovaquia / An integrated language and content project using non-fictional comics in an educational center in Slovakiaucativo de Eslovaquia

• Published in: Tejuelo (Trujillo) Vol. 40; pp. 111 - 144
• Main Author: Fajkišová, Dominika
• Format: Journal Article
• Language: Spanish
• Published: 27-09-2024
• ISSN: 1988-8430; 1988-8430
• DOI: 10.17398/1988-8430.40.111

An exploratory case study is presented here, investigating the implementation of Project-Based Learning (PBL) in an educational institution. Through the development of a project centered on non-fictional comics, a proposal is crafted to integrate curriculum content from language, literature, and geography with the aim of achieving meaningful learning outcomes. Method: Collaborative action research is grounded in the construction of shared knowledge, facilitated by the cooperation between researchers and the teaching team to design a project in a fourth-grade primary school classroom in the town of Bytča, Slovakia. The objective is to examine the benefits generated by this experience within the learning community. The following tools are employed: qualitative analysis of student work and their oral presentations, unstructured interviews, Learning Journals of teachers and researchers, as well as observation and evaluation rubrics. Results: The delivered benefits are described, and some challenges are identified, which are addressed to find solutions. Discussion: It is revealed that PBL, through integrated thematic projects, constitutes an enriching methodology that contributes to enhancing the quality of education. Moreover, there is a call for expanding this experience to other contexts and for further promoting collaborative research between schools and universities.
Resumen: Se presenta un estudio de caso que investiga la introducción del Aprendizaje Basado en Proyectos (ABP) en un centro educativo. A través de la elaboración de un proyecto centrado en el cómic no-ficcional, se elabora una propuesta que integra contenidos del currículum de lengua y literatura y de geografía con la finalidad de conseguir aprendizajes significativos. Se trata de una investigación-acción colaborativa mediante el trabajo de los investigadores junto al equipo docente para diseñar un Proyecto en un aula de cuarto de educación primaria de un colegio público de la localidad de Bytča (Eslovaquia). El objetivo es estudiar los beneficios que esta experiencia genera en la comunidad de aprendizaje. Se ha realizado un análisis cualitativo de los trabajos del alumnado, de las entrevistas no estructuradas, los Diarios de Aprendizaje de docentes e investigadores y las rúbricas de observación y evaluación. Como resultados se obtienen, entre otros, el aprendizaje competencial de contenidos curriculares, las reacciones tanto positivas como negativas por parte del profesorado y de alumnado y se constatan algunas dificultades, a las cuales se trata de dar respuesta. Se revela que el ABP resulta una metodología enriquecedora que contribuye a mejorar la calidad educativa en este contexto.Abstract An exploratory case study is presented here, investigating the implementation of Project-Based Learning (PBL) in an educational institution. Through the development of a project focused on non-fiction comics, a proposal is developed that integrates content from the language and literature curriculum and geography with the aim of achieving significant learning. This is a collaborative action research through the work of the researchers together with the teaching team to design a Project in a fourth-grade primary school classroom in the town of Bytča, Slovakia. The objective is to study the benefits that this experience generates in the learning community. A qualitative analysis has been carried out on the students' work, the unstructured interviews, the Learning Diaries of teachers and researchers and the observation and evaluation rubrics. The results obtained include, among others, competency learning of curricular contents, both positive and negative reactions from teachers and students, and some difficulties are noted, to which an attempt is made to respond. It is revealed that PBL is an enriching methodology that contributes to improving educational quality in this context. Keywords: Project-Based Learning; collaborative research; Primary Education; non-fictional comic.