International Journal of Advanced Engineering Research and Science (IJAERS) Vol-3, Issue-6, June- 2016 ISSN: 2349-6495 www.ijaers.com Page | 98 Learning Based on Problems (ABP), Impact of RAEE: A Case Study Miguel Aguilar Cortes, Martha Lilia Dominguez Patino, Carlos Castillo Carpintero Faculty of Chemical and Engineering Sciences, University Autonomous State of Morelos, Av. Universidad 1001, Col. Chamilpa, CP 62209, Cuernavaca, Morelos, México. (7773297000, ext., 3023 y 7039) Abstract—Using a case of research as a methodological tool, applied in the research lab with students of the ninth semester of the academic program of chemical engineering (IQ) of the Faculty of chemical sciences and engineering (FCQeI) of the Autonomous University of the State of Morelos (UAEM), analyzed competition to students include scientific concepts acquired, where education is a human process more than verify that cognitive skills according to the approach [1], are developed during the resolution of the case. The results showed that students managed to explain the concepts involved, reflected on his own work and realized what had to be improved. For that, students employed higher order cognitive skills, such as explain, investigate, conclude, argue, make decisions and cognitive skills of low order, such as describing, enunciating, memorize and reproduce. Keywords—Study Case, Investigative Research, Skills and Cognitive Skills. I. INTRODUCTION Paulo Freire mentions that: the liberating education, analyzing, can no longer be the Act of depositing, narrate, transfer or transmit "knowledge" and values to learners, mere patients, as the "Bank" education does, but be a Knower Act [2]. The goal is to challenge students to a new vision of the world and become the main protagonists of their learning, through the development of projects that respond to current problems, change their own reality and paradigms based on a critical analysis. However, [3] indicates that the cognoscente Act can be made through the action Dialogic between educator and learner, through problems that allow further reflection, a greater disclosure of reality and understanding of the existential situation, in which the student is central. Science, technology and society (CTS), movement can also provide the car change and critical thinking, [4], for its part numbers to: critical science education is to make an approach to end questioning models and values scientific and technological development of our society. That represents, not to accept technology as a superior knowledge, whose decisions are limited. On the other hand, the hope is that students can participate in democratic decisions about science and technology, questioning the dominant ideology of technological development [1]. The CTS with a humanistic emphasis carried out the rescue of the conception of Paulo Freire in education, citing this as a human process. In this sense, [2], [3], [4], [5], have been discussed and expanded the ideology of CTS in the perspective of Freire. Along with this [6], notes that this expansion of the movement, seeks to reduce the extremes between rich and poor in the current globalization process, facilitating the debate on issues relating to technological exclusion. The case of research, it is assumed as a method of learning that facilitates the process of dialogue between teacher and pupil, allowing the students to exercise a critical analysis of a situation or specific exclusion. This can occur naturally in two points: first to the teacher, who acts as a mediator of the students, guiding them in the identification, search for information about the possible solutions and encouraging reflection on the decisions taken and the possible consequences[5]; and second in the students, who come out of passivity and the oppression of information and begin to reflect on their own social and human conditions according to the proposed case. Case study-based methodology offers students an independence of learning, because it allows to exploit scientific knowledge sometimes distinct and complex. It is a method that arose from based learning problems (Problem Based Learning), originated in the school of Medicine of University of McMaster, Canada, 35 years ago, with the aim of improving the training of health care professionals[7]. The resolution of the cases can be done in various ways: through records and information; using the relations