Despite our profession is still greatly based on the knowledge of ancient craftsmen, science and technology is progressively becoming of greater importance in Cultural Heritage training programs to understand artist's materials aging process. Microscopes, spectrophotometers and all types of technical instruments are nowadays common equipment in conservation labs. Nevertheless, designing a proper conservation treatment must be done according to well-based criteria, and this not only depends on the theoretical knowledge of materials and techniques. Practical and thinking skills are also required and, unfortunately, they cannot be learnt from books. At this point the question is: how to make our students develop the most appropriate criteria and decision making in every single case? And, as a consequence, how to prepare them to real professional life?. This paper analyzes a pilot program focused on the use of active methodologies to encourage students to develop their criteria and decision-making through learning situations specifically designed to simulate real conservation treatments.
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