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With the introduction of curricula E, in the pedagogical careers, research activity is connoted in the professional models of these university careers. This work aims to socialize the results of the application of the integrative research approach, which has as logic the relation construction-integration-creation, in laboratory practices of the subjects Physical Chemistry and Organic Chemistry with students of careers Degree in Industrial Chemistry Education, and Chemistry, respectively. As theoretical scientific methods, analysis - synthesis and induction - deduction were used to process the information associated with the subject and the results obtained, as well as to draw conclusions. As empirical methods, the group interview to teachers was used to decide about the viability or not of the proposal, as well as the systematic observation of the preparation, execution and discussion of the results of these experimental activities developed by the students. The results of the observation were collected in a systematization register. [ABSTRACT FROM AUTHOR]

The solution of physical chemistry problems is one of the main ways for students to acquire knowledge and develop skills. For the teachers it is an effective way to evaluate the progress of the students in the learning of the different contents of the subject. The knowledge of the strategies used by the students to solve the problems has an extraordinary importance, since it allows the teacher to favor those that propitiate the best solution, making the teaching - learning process more efficient. This paper presents the results obtained, through a case study, in a group of third-year students of the Industrial Chemical career, which allowed isolating and characterizing the strategies used to solve the problems assigned to them. A study like this presents great potential for the diagnosis of learning in a subject and the corresponding measures to reverse the shortcomings that are detected. [ABSTRACT FROM AUTHOR]