Abstract:

Problem-based learning (PBL) is one of the main strategies for placing students at the centre of their own learning process. Numerous studies have evaluated its effectiveness in fostering skill acquisition, knowledge internalisation, and the achievement of learning outcomes. However, most existing research has focused on subjects that are either purely theoretical or purely practical.

This study presents the results of the full integration of the PBL methodology into an elective course in the Chemical Engineering degree programme at the University of La Laguna. During the course, students were presented with a theoretical challenge that they had to solve collaboratively. In the laboratory sessions, they were able to assess their progress and address additional problems proposed by the instructor.

The results show that this methodology promotes the integration of theory and practice, motivates students, and stimulates their interest in the course content. Moreover, students expressed a strong interest in extending this approach to other subjects. From the teachers’ perspective, these types of exercises are particularly suitable for advanced courses within the curriculum, as students at that stage already possess the knowledge and skills needed to significantly enrich the learning process.

Keywords:

Problem-based learning, motivation, students, self-learning.