A Problem-based Learning Experience in Engineering Education

This paper reports a Problem Based Learning (PBL) experience, held in the Basic Chemistry and Experimental course of the
Engineering programs at the University of Caxias do Sul, involving problems related to chemical reactions that occur in
daily life. The experiment was structured according to the "Seven Steps of PBL Implementation". The data were collected
using two instruments, a pre-test and a post-test on topics of interest with the objective of evaluating students' learning
through the PBL method, and an instrument that consisted of an open question in which students were asked to describe
the main characteristics of their classes with the Traditional Teaching Model and the characteristics of the classes that used
the PBL method. The results of the pre and post-test show the contribution of PBL to the occurrence of a conceptual
evolution on chemical reactions. As for the verbalizations about the characteristics of the Traditional Teaching Model and
the PBL, the results show that students understand the disadvantages of teaching in the traditional model and the
advantages of learning in an environment conceived through the foundations of PBL. The statements show that PBL favours
the development of complex skills such as questioning and teamwork, and that decision-making and research are present
in the process of learning with PBL. Through these results, it is evident the improvement in the conceptual, procedural and
attitudinal learning of the students who participated in the classes with the PBL method in function of better grades and in
the development of more complex skills. We know that adequate professional performance goes far beyond quantitative
results and student perceptions. However, these results are encouraging to continue new studies. The experience described
and analysed was developed in only one course, but, as in other studies, indicated that PBL is an active learning method
that is conducive to the occurrence of a meaningful learning in Engineering Education.