Prevención del consumo de sustancias psicoactivas. Un aporte desde la neurociencia y el aprendizaje basado en proyectos ABP

Alexandra María Silva Monsalve; José Fernando Mendoza Girado; Aurelia Isabel Girado Ruiz

doi:10.35362/rie7813214

Authors

Alexandra María Silva Monsalve Universidad de Santander (UDES), Colombia https://orcid.org/0000-0001-7554-0237
José Fernando Mendoza Girado Universidad de Santander (UDES), Colombia https://orcid.org/0000-0002-7342-9129
Aurelia Isabel Girado Ruiz Universidad de Santander (UDES), Colombia https://orcid.org/0000-0001-7443-4731

DOI:

https://doi.org/10.35362/rie7813214

Keywords:

anti-drug addiction education, learning through experience, neuropsychology, psychological factors, risk prevention.

Abstract
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Abstract

The consumption of psychoactive substances in young people is alarming and it is the duty of educational institutions to respond to this great challenge with projects that prevent and mitigate the problem; For this reason, this research project implemented a community participation strategy based on project-based learning, PBL, as an innovative methodology in the teaching-learning processes mediated by ICT. The PBL methodology offers students the possibility to manage, analyze, and synthesize a final product that specifically responds to the challenge formulated by each research team. This project has its theoretical foundation in the contribution of neuroscience, which was very important to understand the functioning of the brain, and the affectations due to the consumption of psychoactive substances PAS. An analysis of the incidence of the pedagogical strategy showed that the greater the knowledge of risk factors and the negative impact of psychoactive substances, the greater the prevention of drug consumption by students

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References

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How to Cite

Silva Monsalve, A. M., Mendoza Girado, J. F., & Girado Ruiz, A. I. (2018). Preventing the consumption of psychoactive substances. A contribution from neuroscience and learning based on PBL projects. Iberoamerican Journal of Education, 78(1), 107–126. https://doi.org/10.35362/rie7813214