This work presents and analyses the change in the teaching methodology in the subject “Inorganic Chemistry Experiments” from the 4th year of the Chemistry Degree, Science Faculty, in the University of Alicante.
In the present study, the change in the teaching methodology and restructuration performed in a practical (laboratory) subject to adapt it to the European Space for Higher Education is analysed. The results from its application are presented and discussed, focusing on the analysis of the effect of the methodological change on the attitude and participation of the students.
The modifications carried out to apply this new methodology have implied: restructuration of the schedule (in order the students can work in the non-presential tasks), a noticeable increase in the time dedicated to laboratory tasks, the elaboration of supporting materials for the courses, especially to facilitate their non-presential work, the evaluation of such non-presential work, the introduction of new variables in the laboratory working atmosphere (planning, development of simultaneous tasks, effect of the pressure/requirements) and modification in the evaluation criteria. Regarding this last point, it is important to remark that an evaluation guide has been designed so as to facilitate the daily evaluation performed by the different professionals.
The results have shown that this guide is a very useful tool for teachers, lecturers and professors and limits the subjectivity in the students’ evaluation. Additionally, the elaboration of this guide is an interesting tool to evaluate the teaching methodology used: the Portfolio.
Implantation of this new methodology lead to an important decrease in the number of students passing this subject, caused by the little participation of the students in the initial part of the subject. However, a great change in the attitude and participation of the students was observed in the following courses.