Problem-Based learning in times of the COVID-19 pandemic: Asystematic review
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Abstract
Introduction. Problem-based learning (PBL) seeks for the student to be the protagonist of their education and to be able to autonomously build knowledge of a topic, but always guided by the teacher. During the COVID-19 pandemic, classroom teaching takes place virtually, and course design needs to be adjusted and new strategies now need to be used to keep problem-based learning in force. Objective. The present systematic review article aims to identify how PBL contributed to the construction of knowledge at different educational levels and subjects during the COVID-19 pandemic. Materials and methods. The information was searched in the Scielo and EBSCO databases, between the years 2020 and 2021. Results. After applying inclusion and exclusion criteria, 15 potential articles were selected, which evidenced the work with the ABP. Conclusions. Each of the educational institutions has worked on the ABP in different courses applying various strategies in virtual education, so further research should be carried out to find out the strategies applied in the other educational institutions in their different contexts
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