A different teaching–learning strategy was implemented in the geomatic applications in the Biosystems Engineering course. The strategy, which was based on the educational theory of constructivism, promoted the strengthening of geomatic concepts and tools through case studies that aim to balance lectures and practices to achieve an efficient teaching–learning level. The evaluation and follow-up of this case study review the project's progress and include students' opinions, as collected in a

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... ey over multiple semesters. The strategy allowed the classroom to become a space that promoted the benefit of the student's experience in their professional training.