Abstract:

The subject of Project Writing and Execution presents multidisciplinary content within the Chemistry degree program, covering basic concepts about projects, types of projects, project components, chemical-industrial projects, economic evaluation of projects, environmental and safety studies, process flow diagrams, and other plans, and the development of a preliminary project, among other topics. This multidisciplinary approach, along with a cross-cutting focus, is reflected in the expected learning outcomes and competencies that students will achieve by taking the course. To strengthen the acquisition of these competencies, the teaching innovation and improvement project PID2024_023 was implemented, integrating Project-Based Learning (PBL) and the design of infographics (CANVAS business models) as teaching methodologies within the subject.

To develop the methodology, the students were divided into working teams. By applying PBL, students not only designed applied preliminary projects, linking chemistry and basic operations with current market needs, but also, by presenting them in class, fostered a global vision of the various proposals in industrial sectors such as food, biotechnology, and the chemical industry, among others. To present these projects as entrepreneurial ideas, the works were summarized in a simple and structured way, creating CANVAS templates. Data was gathered through questionnaires employing both open-ended questions and Likert scale ratings. The PBL allows for learning based on active and collective student participation, while also aiding in content comprehension and promoting critical thinking, among other skills. Additionally, the CANVAS infographic served as a visual thinking strategy to foster student engagement, creativity, and the development of entrepreneurial skills.

Keywords:

Canvas, Entrepreneurship, Project Based Learning, Visual Thinking.