an active process in which the students establish the objectives that guide their learning, trying to monitor, regulate, and control their cognition, motivation, and behaviour with the intention of achieving those objectives.

Self-regulated learning tries to explain “how people improve and raise their academic results using a learning method systematically.” (Zimmerman, 2001: viiii) In this light, Gibelli and Chiecher (2011: 4) state that “The fundamental characteristics of students who regulate themselves manifest when they actively participate in their learning process, by monitoring and regulating the learning processes aimed at the results (Pintrich and Schrauben, 1992), by being strategic and staying motivated towards important goals (Blumenfield and Marx, 1997: McCombs and Marzano, 1990).”

Under this consideration, it has been taken the definition by Cázares (2009), who states that self-direction is “a multicomponent concept which is observed by means of the presence of certain level of development of the components of 1) planning, selection, and execution of strategies; 2) use of experience and critical awareness; 3) internal potential; and lastly 4) social and technological interdependence.”

Thus, we consider important the description of the 4 components which make up learning self-direction as Cázares states it (2002), and who “translated the components into observable behaviours which can be assessed by the participants in this test, regarding the frequency with which they perceive the occurrence of these behaviours in themselves.” (Aceves, 2008: 48).

Component 1: Planning and selection of strategies. It is observed when a person has command of himself or herself; and in this case, it is shown some intelligent acts whose purpose is rationalizing the selection of alternatives for the future thus seeking the best means to achieve them, by specifying ends, objectives, and goals.

Component 2: Self-regulation and motivation. It occurs when the person shows interest for obtaining the ability, the knowledge and the understanding of what surrounds him or her. In that way we can observe a clear interest to excel, and he or she is ready to make an effort to get it. In this case, “he or she uses strategies such as planning and moni-toring of cognitive and affective processes, linked to aspects regarding management of time, effort, and information search.” (Aceves, 2008: 138).

Component 3: Interdependence and Autonomy. They are items which reveal to a person that he or she has individual will to learn or obtain what he or she is interested in, that he or she admits responsibility for his or her acts (through a critical reflection about them) and has an adequate self-concept.” (Cázares, 2002)

Component #4: Use of experience and critical awareness. It is observed by means of behaviours which show the use of cumulative experience in the resolution of problems of everyday life or of any other sort. The person also appreciates others’ experience and trusts his or her own. (Cázares, 2002: 139). He or she seeks for a high sense of empathy and social justice.

1.2. Project-Based Learning

Taking an incursion into the method of Project-Based Learning (PBL) leads us quickly to the philosophy and teaching principles of John Dewey’s experimental approach (1995) during the first decades of the 20th century. In this sense, we know that, among the main objectives of the learning process, we consider crucial being able to train people who are capable of interpreting phenomena, as well as of analyzing the events happening around them.