This document presents the partial results that arise from a case study developed in the Higher Technological Institute of Tantoyuca Veracruz Mexico with students of the 6th semester of Petroleum Engineering, in which the role played by the students in an environment of learningactive-collaborative. The hypothesis that led the investigation was: Will the didactic test bench incorporate the student into a leading role in an active and collaborative situated learning system? The use of the methodology (Project Based Learning) and the question that guided the research gave light to focus the research and the reported findings indicate that these didactic-cognitive instruments have a leading role in the process of constructing the collaborative active learning of the student and allows the student to interact in real time with the variables in the study of fluid mechanics in the oil industry and bring the theoretical concepts into practice. For example, obtain data on flow rate, viscosity, density, depth, pressure, speed, hydrostatic, volume, among others. Space where the student participates actively using metacognitive processes, this type of strategies emphasize, in the questions posed by the initial conditions of the subject under study; and from these approaches the subject is developed on theoretical bases. In the end the student will not only have the fundamentals explained by the teacher but also their own, together to put them into practice. Action that allows the student the ability to discuss and rethink their previous hypotheses.
