Project-Based Learning (PBL), an Interdisciplinary Methodological Strategy

Abstract

The purpose of the article is to analyze the relevance of interdisciplinarity in the understanding of
natural science concepts, based on the use of the project-based learning methodological strategy
(PBL). A qualitative methodology focused on the case study is used, in development of which the
information was gathered from the analysis of three degree works of six teachers in training who
participated in the pedagogical practice course. It is concluded that PBL is an active methodology
used as an interdisciplinary teaching resource, in order to strengthen teacher training programs
and the design of new curricula.