Resumen en inglés

This research focuses on the analysis of the incidence generated by Problem Based Learning - PBL as an active learning strategy, mediated from the instrumental use of didactic sequences in the formation of scientific competences from the teaching of chemistry in the ninth grade of the Eugenio Sánchez Cárdena Educational Institution (INESCA). Accordingly, it was considered appropriate to specify relevant aspects that support the practices of the ninth grade chemistry teachers, through a proposal of pedagogical intervention from the ABP that starts from a real acquisitive panorama of the scientific competences that the students handle and that, in response to the context, associates meaningful experiences in order to solve fictitious and/or real intentional problems. For this, it is traced from the socio-critical paradigm, and the qualitative approach, which although it presents dominance from a case study design, requires quantitative instruments to assess the intervention process. In this way, the phases are accompanied from the educational action research, considering pertinent the use of semi-structured interviews, direct and participant observation processes, evaluative rubrics, among others. The data previously processed from ATLAS-ti and SPSS allowed the verification of pertinent elements that affect a traditionalist experimental teaching practice that does not respond to the context of the students, who present unfavorable levels of performance. The conclusions allowed reflecting on the veracity of PBL as an active strategy that responds favorably to the particularities of the context.