|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|178482||459280||2014||7 صفحه PDF||سفارش دهید||دانلود رایگان|
• Practical subjects’ adjustment to the Bologna process was successfully achieved.
• Transferrable skills development was promoted by practical subject adaptation.
• New methodologies application was satisfactory according to students’ inquiries and marks.
Laboratory work is conventionally addressed to the demonstration of theoretical principles. Traditionally, students pass through several experimental setups and perform a set of tasks following the provided laboratory hand-out. With this procedure, student-oriented approaches, as well as transversal key competences, are poorly developed. To adapt practical subjects of the Chemical Engineering undergraduate degree of the University of Barcelona (Spain) to the European Higher Education Area, teaching–learning methodologies have been progressively revamped during the three academic courses (2009–2012). The main changes were mainly applied on the use of continuous formative assessment methodologies, to increase feedback, to promote collaborative learning and to engage students in ethical commitment. In accordance with the analysis of subject evaluation inquiries and academic marks obtained by students, it can be considered that the teaching–learning process in laboratory subjects has been improved especially in the acquisition/development of transferrable competences as teamwork, professional ethics, oral and written communication, and personal autonomy and self-regulation, which are necessary for personal fulfillment and employability of the chemical engineer in a knowledge-based society.
Journal: Education for Chemical Engineers - Volume 9, Issue 3, July 2014, Pages e43–e49