How to produce a profound and transformative experience in an experimental physical chemistry course?

Abstract

Problem-Based Learning (PBL) is a didactic approach of knowledge construction from the context, which can produce the intrinsic motivation for deep learning, but requires a very complex methodological commitment of implementation and resources. A methodological description is presented, with examples, to design an experimental course where the most important thing is to produce in students a profound and transformative experience of the exercise of physicochemical thinking through a real problem of their interest.