Abstract:

Problem-Based Learning (PBL) is a teaching methodology which uses comprehensive real-world problems to introduce the different concepts of the course to students. In this way, PBL methodology tries to develop, among others, problem-solving abilities, communication skills, critical thinking skills, and, the most important, it can promote life-long learning.

PBL methodology was introduced to design the classes of a corrosion course. Corrosion is a course which belongs to the Master of Chemical Engineering and to the Master of Industrial Security and Environmental of the Universitat Politècnica de Valencia (Spain).
In this study it is explained how PBL methodology was designed to cover all the concepts of the aspect in order that students could acquire the following competences after finishing the course:
- This subject should promote the independent learning to students.
- After finishing the course students should identify, analyze and solve corrosion problems.
- With this course students should design and optimize corrosion processes.
- Students should learn how to protect materials against corrosion.

Additionally, students should acquire communicative skills, problem-solving abilities and laboratory-instrumental skills.

The crucial part to succeed in the implementation of the PBL methodology is the design of the problems. In the study it is detailed how problems were designed and the main difficulties found during the implementation of the methodology in the corrosion course.

Acknowledgements:
Authors would like to express their gratitude to the project PIME: Aprendizaje Basado en Problemas para su aplicación en las áreas de Ingeniería Química y de Materiales (Ref. 27) and to the Instituto de Ciencias de la Educación and the Vicerrectorado de Estudios, Calidad y Acreditación from the Universitat Politècnica de Valencia, for their financial and technical support.

Keywords:

Problem-Based Learning, teaching methodologies, competence.