Discrepant Experiments (EXD) are assemblies that when activated generate a counter-intuitive phenomenology that can be of great educational value mobilizing students to an active learning of physics. It starts from the hypothesis that physical intuition is the ability by which a person is able to recognize patterns from experience and represent through metaphors, analogies or models. Results are presented on how the scenario that can generate ExD powers greatly the development and exercise of physical intuition in students, and thus fosters an active learning of physics. We illustrate, using two examples of discrepant experiments of mechanical physics, how these allow a scenario where the students use metaphors, analogies and models to describe phenomena, and therefore expand their physical intuition.