Abstract

This study begins with the design, creation and implementation of a methodological proposal based on an integration problem structured in a series of problems to be solved through Laboratory Practical Work (LPW) within a constructivist framework. The aim was to establish its influence in learning acquired by students in comparison with other traditional methodological proposals currently employed. The study was carried out with a course in Thermodynamics for students of Construction Engineering at the University of Bio-Bio, Concepcion, Chile. Three distinct methodological proposals are compared with a view to using LPW, namely: a) Experimental Group 1 which includes open guides with problems and learning activities, b) Experimental Group 2, which implies looking up information and research and c) Experimental Group 3 with laboratory activities based on work guides (traditional). From the results obtained, it was observed that the students in Group 1 showed more motivation and better understanding of the contents presented, reflected in both oral and written communication. Furthermore, this group presented evidence of the facilitating principles of significant learning, reconciliatory integration and progressive differentiation.