Abstract

The present work aims to share the educational implications of a methodological renewal, for a meaningful learning through the solution of integrative problems and contextualized by research and establish its impact on academic achievement and critical thinking, learning strategies as indicators of meaningful learning. The starting point is the presentation of a problem integrating contents, which is a challenge to be met throughout the semester. This is the backbone of the course program, which promotes knowledge building and sharing meaning. The integrative problem is divided into a number of more specific related problems, solved in the semester, including learning activities ranging from exploration to transfer of content.The results show the improvement of academic performance and some of the category of critical thinking and learning strategies.