This research evaluates the design and application of the methodology known as problem-based learning (PBL) as the basis of the teaching activity developed in subjects taught in Master’s degrees belonging to the field of architecture and engineering at the University of Granada. The need to make contact with the professional reality at this training level requires the integration and development of teaching methodologies in which to approach the application of new practices from a multidisciplinary perspective with which to achieve professional skills, intersecting different work dynamics. The experience was carried out with a total of 200 students, 4 teachers and 4 advisors. The objectives of the study, aimed at the main agents of the experience (students and teachers), are established in a double aspect, on the one hand, the evaluation oriented towards the training and professional activity of the student body and on the other, the one oriented to the teaching activity, dedication and learning outcomes. The designed procedure combines the acquisition of experiences during the resolution of real cases advised by professionals who took part in them and the need to compose the resulting documentation established as part of the real professional activity, thereby transferring academic success and bringing their learning closer to the competencies required by companies in the sector and the work activity itself, which are looking for professionals with significant technical knowledge and competence capacity aimed at obtaining results. The methodology followed consisted of different phases, each corresponding to the development of different actions and procedures, all linked to the specialized professional field in the context of intervention, restoration in the field of architectural heritage. Along with this methodology based on real cases, the students were exposed to theoretical, practical and experimental knowledge, thereby seeking to implement the skills established for their professional future. The research included in all its phases (design, process and results) a systematic evaluation. Teachers, students and advisers participated in it through surveys (closed response) and discussion groups. The evaluation criteria focused on the adequacy of the activities to the objectives, the coherence of the tasks, the control of the execution of the activities and the coverage of the competences, to end up evaluating the effectiveness in the achievement of the objectives and the satisfaction of students and teachers. The results showed that there was a positive influence of the PBL on the development of the competences of the students under study. On the other hand, the work carried out has meant a challenge for teachers as they have to carry out planning different from that of a traditional course, coordination with advisers, as well as carrying out more direct and immediate monitoring of the student’s learning process. The study carried out allows us to conclude that the BPL is well suited to teaching at the master’s level. Their strengths and weaknesses may be useful to extrapolate the experience to other subjects and learning contexts in the field of training in technical degrees.
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