V I C E N T E L Ó P E Z P E N A *V I C E N T E A . L - C H A O * *

D A R Í O R A M I R O A PA R I C I O *

* U N I V E R S I D A D D E C Á D I Z

* * U N I V E R S I D A D E D A C O R U Ñ A

Study of the Methodologies used by the Teaching staff of Technical Drawing for

adaptation to European Higher Education Area. Universities of Galicia (Spain).

INTRODUCTION

The access into the European Higher Education Area (EHEA) involved a profound rethinking of the teaching process of professors.

Introduction of competences

Changes in the methodologies

INTRODUCTION

NEED FOR A CHANGE IN TEACHING METHODS

Among the changes to be made, there is teaching methods, which should promote the integral

formation of students based on the importance of their work (Angulo, Corpas, García & González,

2006) and the acquisition of competences.

OBJECTIVE

The main objective of this research is to find out if the degrees of the University System of Galicia (USG) that contain any subject related to Technical Drawing use active learning or ICT methodologies to adapt education to the European challenge.

METHODOLOGY

To carry this out, we have made an analysis of the teaching guides of all the subjects related to Technical Drawing, used by professors. They were downloaded from the websites of the faculties of the three Galician universities.

SAMPLE

The sample consist of 31 degrees in engineering and architecture that include subjects related to Technical Drawing, of which 14 belong to the University of A Coruña (UDC), where 25 subjects were analyzed; 7 to the University of Santiago de Compostela (USC), where 12 subjects were analyised, compared to 10 at the University of Vigo (Uvigo), where 10 were examined. In terms of percentage, they represent 45%, 23% and 32% of the sample respectively.

RESULTS AND ANALYSIS

Within the 14 degrees that are to be studied from the University of Coruña, there are 27 courses related to Technical Drawing.

University of A Coruña

The only methodology used by 100% of the faculty staff of the UDC is the examination, or objective test (OT).

Traditional Master Class (MC) is used by 89% of the sample.

Within the 7 degrees object of study at the University of Santiago, 12 subjects are related toTechnical Drawing, including 7 basic training subjects and 5 electives subjects.

RESULTS AND ANALYSISUniversity of Santiago

The most used methodology is the Master Class (91.6%).The 25% of teachers include class attendance as a "teaching methodology".

Despite the importance of the ICT in this field, they are not included in the teaching methods.

Among the 10 degrees object of study at the University of Vigo, the 10 of them are core subjects related to Teaching Drawing.

University of Vigo RESULTS AND ANALYSIS

At the University of Vigo there are three methodologies used by 100% of the teachers: Lecture (or Master Class), group tutorials and resolution of problems and / or exercises. However, despite the importance of ICT, they are not present in the areas of Technical Drawing at the University of Vigo.

University of Vigo

RESULTS AND ANALYSIS

RESULTS AND ANALYSIS

Galician University System (SUG) Within the three Universities, 21 types of different methodologies are used to deal the same teaching process. Obviously, the vast majority are used in a hardly significant way, being only four of them used at the three Galician Universities (Master Class, coursework, seminar and laboratory practices).

Although the Bologna process is already established, it seems that it has not contributed to modify the methodologies used by Galician professors, since they continue to use the most traditional methods (Master Class and course work.

It is also surprising that such essential methodologies, like initial activities or assessment, which serves to identify previous knowledge of students in order to make a more realistic program according to their needs, are not present at all at the University of Santiago or Vigo. In A Coruna, it is only 33.3% of the sample.

It is amazing that in an area such as Technical Drawing, the use of ICT is not unanimously and significantly included as teaching methodology, that should be a key element in this subject.

CONCLUSIONS