This article presents an experience of the use of the Problem Solving (PR) methodology with undergraduate students of the Licentiate Course in Chemistry of UFRGS, for the study of Ionic Bonding (LI). Salar de Uyuni salts were used to contextualize the problems employed. The Field Log records of the researchers and the presentations of the undergraduates show that the implemented didactic sequence favored conceptual learning, such as the relation between chemical bond theories and some properties of the materials, procedural learning, such as public argument, as reading and handling of different bibliographical reference sources and attitude learning, such as interpersonal relations among students and teachers during the different problem solving stages. Additionally, the results brought to evidence that, from the Problem Solving experience with the Ionic Bond contents, the future teachers were able to perceive work alternatives for their future classrooms.