Abstract:

Convergence process to European Higher Education Area involves using new methods of teaching that develops in students the possibility of acquire values, abilities, skills and competences demanded in professional word. The business world requires Law graduates who are professionally competent in solving legal problems related to business organizations. This paper aims to reflect on the suitability of reassessing the traditional learning methodology in Commercial Law, analysing the usefulness and academic benefits that the inclusion of the Problem-Based Learning (PBL) teaching method could offer to the students. It is an instructional method in which students learn through facilitated problem solving. In PBL, to solve a complex problem is the center of the student learning. They work in collaborative groups to identify what they need to learn in order to solve a well-formed problem that hasn´t a single correct answer in a coherent, integrated and focused manner. The strategy involves a self-directed learning in order to apply their new acquired knowledge to the problem and show what they have learned to the teacher. To achieve the effectiveness of this strategy, all of them change their roles: the teacher doesn´t provide Knowledge, he only acts to facilitate the learning process showing effective problem solving skills to active students that have new motivations to learn.

This study analyzes that PBL has several advantages over conventional and age-old teaching methods of routine that promote the development of different skills and improve professional competences. PBL provide future law graduates the previous experience required, thereby overcoming the lack of synergy between the University and the business world.

Keywords:

Learning methodology, Problem-based learning (PBL), Longlife learning, Construction of knowledge, Tutorial group, Assessment, Professional competences, Quality.