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The case study method is a didactic strategy for the teaching of Social Sciences tested since the beginning of the 19th century, which serves as a tool in which the student has the possibility to observe, raise, analyze and argue possible solutions to presented case. In this research, the case study is addressed as a methodological resource in the teaching and learning process in the area of Social Sciences; It is a qualitative research, seen from a research-action approach applied through educational processes from the teaching practice, which was implemented in the sixth grade students at the Educational Institution Trade Center of Piedecuesta (Santander, Colombia).The main objective is to implement the methodology of case study in the teaching of Social Sciences of the sixth grade. The semistructured interview for the realization of focus groups is used as a technique, as well as the proposal of a methodological resource based on the case study to put into practice the theory proposed in the research. Within the main results it is highlighted that, in the exercise of the focal group, the methodological resource and the theoretical framework, a logical and coherent sequence is achieved on what is a projected case in the area of Social Sciences, specifically in the history of the humanity, where they manage to converge a situation with a specific problem to generate an analysis and exchange of ideas as an educational resource in the teaching-learning process and that reinforces a significant learning through the strengthening of critical and reflective thinking.

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This research explores the experiences of a group of academics learning to teach with problem-based learning (PBL) and how a community of practice (COP) supported this transition. An action-research project evaluated both PBL experiences and group processes. Teachers were enthusiastic about PBL but experienced a variety of problems during the transition. Those new to teaching had particular difficulty taking on the PBL role of `facilitator'. All teachers struggled to work within the `rules' of PBL. Of specific concern was the varied input teachers provided for their tutor groups and possible inequalities for student learning. The COP enabled professional learning about teaching PBL, but the dynamics of the group were perceived as too hierarchical. The group could have functioned better if it had adopted the principles underpinning a COP so that teachers could take a more critical stance towards how they operated within the group and how they taught PBL.