Introduction.

Project-based learning is an active methodology that fosters enquiry and grounding skills during the delivery of solutions to a given problem in a real context. Furthermore, it is considered as a methodology for science learning, making it an efficient tool to support the teaching-learning process in a remote environment during a pandemic in chemical science courses.

Aim.

to evaluate the perception of satisfaction of a didactic unit based on peer-to-peer project-based learning with early product innovation design, in chemical sciences courses of Nutrition and dietetics students at UCSC.

Subjects and methods.

Quantitative, descriptive, cross-sectional study. Seventy-five students from the Chemistry course and 63 from Bromatology participated, who were grouped into 4 or 5 students and were given a problem question to carry out the collection and analysis of information, define purposes and ideas and deliver final products that answered the question posed. The evaluation of the students' satisfaction with the implemented methodology was carried out through a Likert scale questionnaire.

Results.

The students evaluated the implemented methodology favourably in all the dimensions considered, highlighting the dimensions of evaluation and work environment with 96.1% and 95.4% satisfaction respectively.

Conclusion.

The peer-to-peer project-based learning methodology favoured active and meaningful learning of chemical sciences in a remote environment in a pandemic context in Nutrition and Dietetics students.

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