<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1405-6666</journal-id>
<journal-title><![CDATA[Revista mexicana de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[RMIE]]></abbrev-journal-title>
<issn>1405-6666</issn>
<publisher>
<publisher-name><![CDATA[Consejo Mexicano de Investigación Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-66662025000100113</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El aprendizaje basado en problemas como herramienta para el aprendizaje creativo]]></article-title>
<article-title xml:lang="en"><![CDATA[Problem-based Learning as a Tool for Creative Learning]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zhou]]></surname>
<given-names><![CDATA[Chunfang]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Navarro-González]]></surname>
<given-names><![CDATA[Inmaculada]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Southern Denmark University Department of Mathematics and Computer Science ]]></institution>
<addr-line><![CDATA[Odense ]]></addr-line>
<country>Dinamarca</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Educación a Distancia  ]]></institution>
<addr-line><![CDATA[Madrid ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2025</year>
</pub-date>
<volume>30</volume>
<numero>104</numero>
<fpage>113</fpage>
<lpage>132</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662025000100113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662025000100113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662025000100113&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Estudios recientes han calificado el Aprendizaje Basado en Problemas (ABP) como un modelo adecuado para el fomento de la creatividad. Este artículo explora la siguiente pregunta de investigación: ¿Cómo podemos emplear elementos de este método de aprendizaje para profundizar en su comprensión como herramienta para el aprendizaje creativo? Los elementos del ABP objeto de estudio son: a) el aprendizaje en grupo, b) la resolución de problemas, c) el aprendizaje interdisciplinar, d) la gestión de proyectos y e) la facilitación. Estos muestran que el ABP es un entorno adecuado para desarrollar la creatividad individual y estimular la interacción de la creatividad individual y grupal. Este estudio construye un modelo teórico, instando a una visión sistémica del ABP en la facilitación creativa. Desde el punto de vista práctico, proporciona pautas para el desarrollo de la creatividad en entornos de este método de aprendizaje que pueden ser empleadas en la formación del estudiantado del grado de maestro.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Recent studies have described Problem-Based Learning (PBL) as an appropriate model for fostering creativity. This article explores the following research question: How can we make use of elements of this learning method to deepen our understanding of it as a tool for creative learning? The elements of PBL under study are: a) group learning, b) problem solving, c) interdisciplinary learning, d) project management, and e) facilitation. These show that PBL is a suitable environment for developing individual creativity and stimulating the interaction of individual and group creativity. This study constructs a theoretical model, urging a systemic view of PBL in creative facilitation. From a practical point of view, it provides guidelines for the development of creativity in PBL environments that can be used in the training of teacher education students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje basado en problemas]]></kwd>
<kwd lng="es"><![CDATA[creatividad]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje activo]]></kwd>
<kwd lng="es"><![CDATA[proceso de aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[problem-based learning]]></kwd>
<kwd lng="en"><![CDATA[creativity]]></kwd>
<kwd lng="en"><![CDATA[active learning]]></kwd>
<kwd lng="en"><![CDATA[learning process]]></kwd>
</kwd-group>
</article-meta>
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