ResumenLa enseñanza de química asocia teoría y experimentación en el laboratorio, así se esperan aprendizajes significativos, sin embargo, seguimos sin conseguir ese objetivo. En nuestra universidad, la asignatura Química General, se basa en Aprendizaje Basado en Problemas (ABP), y en el laboratorio, se busca enfoque verde. Además, el estudiante hace y analiza porque lo hace. Sin embargo, seguir proporcionando una guía, implica seguir "la receta" sin muchas oportunidades de indagar y tomar decisiones propias, más acorde con la metodología ABP. AbstractAbstract: A Chemistry learning involves theory and practice in the laboratory, we expect to achieve significant learning, however, we do not get this goal. In our university, General Chemistry is based on Problem Based Learning (PBL) and, the laboratory practice´s has a green approach. The students do and analyse why they do. When we give them a guide, they follow "the recipe" and don´t have opportunities to do research and make decisions, more according to PBL methodology. Since 2016 each group of students propose their own laboratory practice. They have permanent ABP: reestructurando los laboratorios de química PBL: rethinking chemistry laboratoriesPor ello, desde el año 2016, se propone que cada grupo plantee su propia investigación experimental. Cuentan con retroalimentación para reorientar su propuesta, de ser necesario. Los datos obtenidos, son básicamente cualitativos, y consisten en observación, análisis de la opinión estudiantil y del producto entregado, lo que ha permitido extraer conclusiones preliminares, respecto al trabajo autónomo, en equipo, la expresión oral y escrita.Palabras clave: autoaprendizaje, trabajo práctico, competencias para la vida, estrategias de investigación, formación profesional.Más recientemente, la situación sigue siendo similar, a pesar de algunas propuestas alentadoras; en Universidad del Valle ven la utilidad del laboratorio como un espacio con enfoque de resolución de problemas (Quintero 2016), en Universidad de Alicante, (Maciá, Sabio, López, Murcia y Martínez 2015), lo hacen desde el enfoque de Química Verde; esto es la posibilidad de sustituir reactivos tóxicos o peligrosos. Así mismo, hay propuestas sobre diseñar, los laboratorios, teniendo en cuenta los estilos de aprendizaje para lograr adquirir conceptos químicos (Rodríguez-Cepeda, 2016).

It is evident the need to train engineers with the necessary skills, where the most recognized skills are: development of critical thinking, assertive communication, teamwork, ability to solve problems, as well as autonomous and permanent learning. PBL (Problem Based Learning) methodology provides an environment that facilitates the development of these and other skills more easily and in less time.

The society needs competent engineers, because they are who most will contribute to solve their problems. The effective communication is an important skill, but, in the at engineering's case is more important. If, at the university, the teachers, apply appropriate methodology, it is possible to improve the student´s communicative and other skills. When the students can express ideas, in their own language is good, but it is better if they can also express it in another language. Thinking about that, at Piura's University we decided to implement a hybrid learning methodology in Chemistry course, for Industrial and System Engineering career. We are doing it for about three semesters, and this paper, try to show the student´s perception about this innovation.

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Talking about skills can be complicated since it makes it necessary to say what we mean and in what context. When we talk about engineering competences, we think about what our society needs, therefore, in the integral human development. The first years, in engineering careers, are the most appropriate to train our students in the skills they need. It is the time when they are waiting for new situations and it is our job, as teachers, to help them acquire the skills they need. Effective communication is one of the most important skills, even better if it can be integrated with a second language. The active methodology gives us the opportunity to help them in that task. Therefore, it is our responsibility to select the appropriate methodologies to achieve the objectives sought and to answer the question: what are the skills that we seek to train in our students? This communication shows how some strategies can help to form some important skills, especially effective communication and show how it is possible to develop skills from a course.