PUCUHUARANGA ESPINOZA., Teresa Nilda; ESPINOZA MONTES., Francisco Alejandro; CERRON PINAS., Linda Ketty    TORRES TIMOTEO., Rosario. Training projects to develop fundamental learning in students of the Initial Education career. []. , 1, 56, pp.147-158. ISSN 2528-7907.  https://doi.org/10.36097/rsan.v1i56.2408.

The aim of this research was to evaluate the influence of training projects as a didactic strategy to develop fundamental learning: learning to know, learning to do, learning to live together and learning to be. The study is of an applied type of pre-experimental design, with a sample of 160 students of the initial education professional career from a national university in Peru. Data collection was carried out using a rubric and a questionnaire, and documentary analysis and survey techniques. The training projects were evaluated in three gradual stages: familiarization, understanding and application. The results indicate that the achievements were progressive from one stage to another; On average, in the familiarization stage the achievements exceed the starting level, in the comprehension stage they were close to the acceptable level and in the application stage they exceed the acceptable level. In the opinion of the students, the acquired learning: “learning to know”, “learning to do” and “learning to live together”, have a higher value in the X semester; and “learning to be” is similar between semesters. In conclusion, training projects as a didactic strategy positively influence the development of fundamental learning.

: learning method; educational strategies; formative evaluation; professional training.

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