Abstract:

Usually the student learning is focused on the traditional classroom system. Even when the new technologies are highly used in all of possible forms, the majority of the students do not arrive to the best results.

How to arrive to the best possible results in all the students groups?. There is not an exact answer to this question in a pedagogical sense. In this respect, several methodologies have been carried out in order to obtain good results in the teaching learning process.

In a simple experience the following idea can be proposed. After closing each topic, a questionnaire with the all possible questions can be presented to the class taking as a basis, the contains from the start of the unit. This can be considered as an evaluative activity. Different points of view can be developed related to the contains of the topics. The students can work in group but the answers are sent to the professor individually. Many questions could have a same answer but there are particular questions that need individual arguments. The previous ideas address two objectives: an evaluative activity at the end of the topic unit and the other, the more important one, the learning of the content of the subject under study by the students taking into account several points of view. In our experiences, a postgraduate program course has been developed in which a questionnaire was elaborated by the professor, in order to send the students as homework. The questionnaire was elaborated with a suspicious and intelligent idea in two ways: the particular question level and the level of the set of related questions. All the students arrived to good results in the course of the postgraduate program, with a good quality level; that is to say, more than the 95 percent of the knowledge has been achieved by the students. In this work, an example with the subjects of Geostatistics in a Master degree in Geology programs of the Mention Petroleum and Gas Exploration has been used.

Keywords:

Teaching, education, geostatistics.