Universidade da Coruña (SPAIN)
About this paper:
Appears in: EDULEARN19 Proceedings
Publication year: 2019
Pages: 9480-9484
ISBN: 978-84-09-12031-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2019.2357
Conference name: 11th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2019
Location: Palma, Spain
The progressive integration of the Spanish University System in the European Higher Education Area led to the progressive adaptation of the teaching strategies used by teachers, which also implied the progressive adaptation of the learning strategies of students.

We have introduced some tactics in the design of the small group sessions of the subjects of the Physics Area of the Chemistry Degree. The aim of these teaching strategies are to promote the participation of students in the tasks scheduled throughout the semester included in the continuous assessment of these subjects.

Taking into account the great disparity in previous level of knowledge of students who access the first course of this degree, it is important to introduce strategies that motivate the continuous work throughout the semester, as well as the collaborative work among students.
Some of the proposed actions are:
- Work in small groups of students with different levels
- Distribution of specific tasks for each group of students and among the members of a group
- Monitoring the progress of scheduled tasks by email / Moodle
- Reward through daily scoring of work done

Through these actions students are expected to keep attention by encouraging their active participation in class and by proposing affordable goals that allow them to achieve success gradually with the motivation that satisfaction for the results involves.
After several courses using these strategies we can analyze the results obtained by evaluating the change in student participation, as well as the score obtained in these interactive sessions and the student´s perception.
Interactive sessions, students motivation, physics teaching.