One of the main burdens that science higher education students bear is the apparent disconnection between what they are told in the lecture theatres and what they are shown in the practical laboratories. The objective of this work is to put forward and explore the possibility of applying a Formative Evaluation [1] process through the application of Project-Based Learning [2] in the Degree of Chemistry within the framework of subjects with a high degree of experimental work (at least 4 ECTS practical credits), with a protocol that may be applicable in different disciplines of Chemistry (be it Organic, Inorganic, Analytical, etc.). This should provide a means for the lecturer to involve students in subjects which albeit popular, are somewhat disconnected from what is actually taught in the theoretical part of the subject, and for students to become acquainted with state-of-the-art research, which will help them apply the knowledge acquired during the course of the subject from a both practical and applied perspective, thus allowing them to experience the connection between academia and research.
Our hypothesis starts from the basis that a student may develop, throughout the development of a practical lab which will take place for a significant number of hours (4 ECTS credits minimum), a given “research project” with clear learning objectives which encompass the development of different skills. By “project” we mean every group of theoretical and practical activities which are coordinated and intertwined. These activities possess specific objectives that pursue the enhancement of knowledge and skills in students which may be of use in the development and fulfillment of future independent professional practice.

[1] Michael Scriven, Michael. "The methodology of evaluation". In Stake, R. E..Curriculum evaluation. Chicago: Rand McNally. American Educational Research Association 1967.
[2] GeorgiosTsaparlis and Marianna Gorezi, Addition of a Project-Based Component to a Conventional Expository Physical Chemistry Laboratory, Journal of Chemical Education, Vol. 84 No. 4 April 2007, 668-670