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The learning strategies have been applied in the past years in different educational contexts; several studies show that when they are put in use, the students improve their learning. On the other hand, with the development of new technologies, the virtual learning objects have been presented as an alternative for the development of cognitive abilities. Nonetheless, Carreras (2003) affirms that these kinds of objects do not reach the expectations if they are not accompanied by teaching-learning strategies that guide the process. Because of this, the question that ruled the investigation was: Do the students learn the concepts better and improve their procedure and reasoning abilities when they use a simulator guided by a learning strategy or when this is use without it? The research was developed in two phases. In the first phase a simulator for the process of making bread was developed and a methodological proposal was structured based in the ABP strategy (Aprendizaje Basado en Problemas, Learning based in problem solving). In the second phase, a quasi experimental design was proposed, with a posttest and pretest sample with an experiment group and a control group, The design was applied to students of the Grain Technology and Oleaginous class offered by the Food Engineering program; these samples were divides between the sectors of learning competencies in the following way: conceptual, procedure, and reasoning. For the treatments of the results, a test or sign contrast, and the Kluster Wallis test were used.

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Valoración del desarrollo conceptual y de las habilidades procedimentales y de razonamiento en estudiantes del curso de tecnología de cereales en unad pasto, con la utilización como mediador didactico de un simulador en procesos de panificacion