Abstract:

The Bologna plan is the process of creating the European Higher Education Area (EHEA) and is based on cooperation between ministries, higher education institutions, students and staff from 47 countries, with the participation of international organisations.

Its implementation means that a new concept of teaching has to be considered, i.e. traditional lectures and final tests to evaluate the students must be transformed into interactive lectures, combined with self-learning activities on the student’s side and a continuous evaluation, where the final test is just a part of the global assessment. Thus, a more objective and complete comprehension of the subject can be achieved, and the student’s success would depend not only on the ability of the lecturer but also on their own capacity of work, dedication and interest.

As an example, the methodology followed for teaching the subject “Chemistry” in the first year of the new mathematics degree at the University of Alicante is exposed. With the aim to show the students the interrelation of mathematics and chemistry, a combination of interactive lectures, problems self-resolution, virtual laboratory experiments and participation on the class are used for their continuous evaluation. The experience of the results obtained, on one hand, with students following the traditional lectures and, on the other, with students following the Bologna process, is also compared.

Keywords:

Bologna process, interactive lectures, self-learning, virtual laboratory.