Abstract:

University teaching has undergone significant changes over the past decade to adapt to the European Higher Education Area (EHEA) where one of the key aspects of this process has been deal with a change in teaching methodologies traditionally developed. Passive methods, where the student took notes and resolves numerous exercises for each type, have evolved into teaching methods which allows to develop competences and achieve high cognitive level meaningful that enable critical thinking and independent learning (self-learning) because the students acquire an active role.

The aim of this paper is to show the results of the experiment carried out in the course of Biotechnologies taught in the Master of Renewable Materials Engineering. The aim of this course is that students know the biotechnology´s bases in the field of materials and related bioethical and legal aspects. The traditional methodology where purely magistral lectures cover most teaching hours was replaced by interactive classes based on the methodology of problem-based learning (PBL). Thus, lectures have been intercalated with activities (reading investigation papers by the technique of puzzle, poster presentations, case studies, debates ...) and the final evaluation has also been modified into a continuous evaluation in which each activity is qualified to complete the evaluation of each student.

In addition, satisfaction quiz to students after the course showed that students have internalized the tools used and are satisfied with the work done.

The first experiences demonstrate that cooperative learning has allowed students to acquire skills related with research, information search, study, understanding and discussion that result in a durable learning, they all are necessary aspects to achieve the objectives of the EHEA abilities.

Keywords:

Master, biotechnology, evaluation, PBL.