Abstract

In this study, which is part of a broader investigation, we present the design and implementation of an innovative methodology for meaningful learning, by means of the resolution of an integrative problem in context (ASARPIC) as the conductive axis of the subject matter. This problem is structured in a sequence of contents that represent a challenge to be solved along the semester, associated to more specific problems that are related to each other. The results of previous investigations in this field showed that the students achieve significant changes in academic performance, learning strategies, and levels of comprehension in this subject [1, 2, 3, 4]. This methodological innovation proposal is sustained by three theoretical axes: meaningful learning of Ausubel, social interaction of Vygotsky and the approach of learning through problem solving. Some examples of problems approached by means of ASARPIC are provided.