Can project-based learning bridge the gap between theory and application in mathematics education? This study explores the effectiveness of project-based learning (PBL) within a biotechnology context to enhance mathematics comprehension among university students. It focuses on how hands-on biotechnological projects can serve as a dynamic strategy for reinforcing mathematical concepts. The research dives into the integration of real-world applications to enhance skills, abilities and understanding. The study applied a PBL-based approach to students from Biochemical, Chemical Engineering and Business Administration, assessing their knowledge, skills, and engagement through various methods. The results highlight significant improvements in the experimental group compared to the control group, demonstrating the positive impact of PBL on learning outcomes. It showcases a shift towards practical problem-solving and broader application of knowledge. Ultimately, the paper emphasizes the need to orient mathematics education towards competency development, enabling students to tackle real-world challenges. These new learning strategies in mathematical applications help generate innovative solutions and expand their understanding of how mathematics integrates into different scientific applications.
Published in Frontiers in Education, a journal focused on innovative pedagogical approaches, this paper aligns with the journal's interest in advancing teaching methodologies. By exploring the use of biotechnology projects in mathematics learning, the study contributes to the journal's scope, promoting hands-on, real-world problem-solving in higher education. The research also highlights the potential of PBL to enhance student engagement and competencies.
| Category | Category Repetition |
|---|---|
| Education: Theory and practice of education | 8 |
| Social Sciences | 6 |
| Education | 5 |
| Philosophy. Psychology. Religion: Psychology | 4 |
| Science: Science (General) | 4 |