M.S. Sanchez-Adsuar

Universidad de Alicante (SPAIN)
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 and evaluation 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 and assess the subject “Chemistry” in the first year of the mathematics degree at the University of Alicante is presented. A combination of interactive lectures, problems self-resolution, virtual laboratory experiments and participation on the class are used for their continuous evaluation and assessment. 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.