Problem-based learning (PBL) from Gaston Bachelard’s discontinuous thinking

Abstract

This work aimed to make a relationship between Gaston Bachelard’s discontinuous thinking, David Ausubel’s Theory of Meaningful Learning and the Problem-Based Learning (PBL) active methodology. This methodology arrives as an active method of teaching and learning, where students use real-life events to develop critical thinking and problem-solving skills, and, thus, acquire knowledge based on fundamental concepts. This methodology seeks to work on the contents that are in our daily lives, can be developed at the beginning or closing of a unit (bimontly or half-yearly), arousing students’ interest and curiosity, making them more active, reflective and critical.