The most interesting effect of introducing research into teaching is the assimilation of knowledge as a theoretical construction shared by the scientific community. The idea of temporary and subjective knowledge must be developed in the classroom. But, how can doubt arise during the study of a subject? At the Agricultural Microbiology Course at Faculty of Agricultural Sciences (Universidad Nacional de Entre Ríos) a team work has been conducted for five years, characterized by the use of problem-solving to motivate the learning process. In the classroom, teachers co-ordinate activities and students design experiments based on the outlined problems in order to obtain results. These results are analyzed and discussed, followed by new problems and new questions. This methodology has been evaluated and it has been concluded that learning thus acquired may be more significant.
teaching methodology; soil microbiology