Project-based learning methodology in the subject Entrepreneurship and Management for self-learning

Abstract

Educational transformation poses new pedagogical strategies that allow the development of autonomous, critical and entrepreneurial skills in students. Therefore, this research aimed to propose a project-based learning methodology for the Entrepreneurship and Management course to improve self-directed learning among first-year high school students at the Mater Misericordiae Private Educational Unit. To achieve this, explanatory and field research was employed. This allowed for the initial establishment of the theoretical foundations of the course's teaching and learning process and the learning methodology under study, utilizing theoretical, empirical, statistical, analytical-synthetic, deductive-inductive, and historical-logical methods. Subsequently, a diagnostic assessment was conducted, employing empirical methods such as classroom observation, interviews, surveys, and document analysis to understand the objective reality of the teaching and learning process and self-directed learning among the students. To address the stated objective, a project-based learning methodology is proposed for the Entrepreneurship and Management course to improve self-directed learning among first-year high school students. The systemic-structural and hermeneutic-dialectical methods were primarily implemented to analyze, interpret, and argue the theoretical and practical characteristics, the general structure, and the methodological steps of the methodology. Finally, the relevance and feasibility of the methodology were assessed. This assessment confirms that the didactic-methodological solution is an effective way to improve students' self-directed learning, allowing them to use it without difficulty and fostering the expected results in their learning experience.