Abstract:

The current global situation implies that Higher Education should encourage students to develop skills such as critical thinking, self-learning and problem solving. In this scenario, the implementation of new student-centred methodologies is key. The problem-based methodology allows for the creation of a learning framework where students can develop many of the key competences for their professional development. The use of these alternative learning systems implies an effort for the teacher and requires the involvement of the students. In this sense, laboratory practices are key since they allow the practical application of theoretical knowledge, and they are also carried out in small groups. This paper presents the results of modifying all the laboratory practices of a subject to reformulate them and adjust them to the problem-based methodology. The changes introduced allow modifying classic laboratory practices with an open case that allows the student to face a real case in a controlled scenario. In addition, the previous information that the students have has been modified so that it is not a pre-established procedure but so that they themselves propose a methodology to be followed. The development of knowledge or the internalisation of them was assessed by means of questionnaires before and after the practical training. The results show how the alternative teaching method allows them to increase their knowledge development. Finally, the assessment of the students is very positive, and they would prefer to transfer this methodology to the rest of the practical classes.

Keywords:

Problem-based learning, motivation, students, self-learning.