PROJECT-BASED LEARNING IN CHEMISTRY: THE ROAD FROM HIGHER EDUCATION TO APPLIED RESEARCH

If there is one aspect of different Science-related degrees in which one can find something amiss, is the lack of connection between what is taught in practical subjects (i.e. those with a substantial number of laboratory working hours) and what might be required from postgraduates when entering the current working scenario. With the Formative Evaluation model that we propose in this work, developed by means of project based learning, a student may develop, throughout the practical laboratory period, a given “project” with concise teaching objectives involving the development of diverse skills, with a strong drive towards real-life implementation of freshly acquired skills. By using the term “project” we mean a set of related and intertwined activities of both theoretical and practical character with specific objectives that aim to potentiate the acquisition of knowledge and the development of skills in the students that will be of great help in their development, personal realization, and future professional practice. From a broad perspective, they may be considered small research projects. In order to strengthen this view, the projects which shall be tackled will be correlated with recent (or even ongoing) research projects the teaching staff will adapt, from the respective subject, to promote the development of students’ professional abilities.