Chapter 6 - Mainstreaming in Situated Learning Using Project Based Learning

The fundamental pillar of Project Based Learning (PBL) is that the student is the protagonist and they collaborate among peers to achieve a defined goal, integrating prior knowledge, research and experimentation in their environment. It requires planning and monitoring. It is enhanced by linking it with its application in real, social or cultural situations or cases known to the students. The objective of this article is to review the relevance of applying situated learning with PBL in conjunction with transversality, analyzing whether it affects comprehensive training and strengthens various skills of students. An Applied Research methodology is followed, reviewing various experiences of implemented situated projects, and presenting options for applying transversality. It involves the selection of real situations that can be associated with a school project and linking it to the contents that will be reviewed in the subjects involved. It is essential to consider the context in which it will be carried out. A summary of the academic results and skills that are developed, as well as various evaluation instruments used, are evaluated and presented, with the aim of making them effective for formative and continuous evaluation. Likewise, the challenges in its implementation are reviewed and especially in terms of making collaborative work between students more efficient. It is possible to conclude that PBL with situated projects and applying transversality, contributes to comprehensive training and does develop several transversal skills, improving the understanding of content and significantly increasing the interest and motivation in learning in young people.