Could not download file: This paper is available to authorised users only.

TEAMWORK IN LABORATORY PRACTICES

M. González Álvarez1, I. González Alvarez2, V. Casabó1, M. Bermejo2

1Universidad de Valencia (SPAIN)
2Universidad Miguel Hernandez (SPAIN)
The educational innovation implies a change in structure and development of the university sessions. This change is based on the fundamental objective that the students is responsible of his own learning.

For that we have to propose lectures, laboratory practices, seminars and teamworks, taking into account the autonomous work of the student as well as the work performed with his colleagues and the work guided by the teacher.

The Bologna Declaration lays the bases for the construction of the "European Higher Education Area", organized in conformance with certain principles (quality, mobility, diversity, competitiveness). The philosophy of this plan is "Teaching to Learn: towards the Knowledge Society". For this reason is necessary to improve the techniques of cooperative learning in order to increase the positive interdependence, individual responsibility, interpersonal interaction and group assessment. The new teacher and the new educational process appreciate the leadership, interaction, time administration and division of work abilities. There are different techniques of teamwork depending on the size of it.

For this work, we have selected a theorist-practice subject of Pharmacy 4th. With the old study plan, practices were programmed in the laboratory in small groups of students. The teacher explained and guided the process of the laboratory work and the students performed the experience in pairs. Now, we have proposed a new point view in order to provide students more participation and motivate the learning by the discovery: students propose the practice to perform working in groups. They have to study, design the process, carry out it and explain the process and results to the other students. Results were surprising and enriching.