Search results for: Venezuela

In this article the possibility of developing authentic project work in a sixth-grade classroom of a Venezuelan school is examined, by means of action research (AR) methodology. Two AR cycles with two different projects were carried out. The results show that on the one hand student participation increased in all stages of the project work. On the other hand, students encountered some difficulties carrying out empirical research activities and also relating them to theoretical content, although progress in this regard was made.