In this work we have tried to present, using the new possibilities that offer Multimedia systems technologies, the teaching of a Basic Chemistry course for teacher training students of Primary Education in the speciality taking into account its history, antecedents, profits, errors, relations, possibilities, applications etc. We have made this using the most possible attractive, motivated and intelligible way for students who are not going to dedicate professionally to Sciences. Doubtlessly the depth with that the topics will be treated treat will be different for each case, being able of including all or only some of the developed contents. This is complemented with the new educational methodology imposed by the adaptation of the University Education in Spain to the new Higher Education European Space (HEES) by means of the application of the European Credit Transfer System (ECTS). This system implies a greater participation of the students in their own process of learning and the development of instrumental competences such as computer basic abilities (handling of programs, search of information in the network, etc.) and the basic abilities of management of data obtained by the diverse sources that can be used. As an example of the work made, students developped different topics of chemistry such as "The Periodic Table" in the format of a Power Point presentation which will be presented during the conference. At the end of the course the students filled an original 19 items questionnaire about the ECTS methodology inside the EHEA whose graphic representation and results will be commented during the oral presentation of the paper. European Credit Transfer System; Information and Communication Technologies; Periodic Table in INTERNET; Questionnaire about ECTS methodology1- The percentage of students that are more favourable to the traditional teaching is only 5% and those favourable to a combination of both methodologies 18%. 2- the degree of satisfaction with ECTS-ICT methodology is high or very high for a great majority of the students and low or very few of them. 3- The use of a set of new computer science tools such as interactive periodic tables, animations, virtual experiments, simulations, applets and so on, contributes to develop the interest and motivation towards the process of learning chemistry. [1] Declaración de la Sorbona, París, 1998. [2] http://www.universia.es/contenidos/universidades/documentos/Universidades_docum_sorbona.htm Declaración de Bolonia. 1999 . [3] http://www.universia.es/contenidos/universidades/documentos/Universidades_docum_bolonia.htm. Doménech, F. (1999). El proceso de enseñanza/aprendizaje universitario. Castellón: Publicaciones de la Uni-versitat Jaume I. [4] Neus Sanmartí. ¿Cómo aplicar las nuevas tecnologías a la Enseñanza de la Química? Ponencia presentada en las "I Jornadas de Enseñanza de la Química. Palma de Mallorca 14-16 octubre (2005). [5] Gil, D. y Guzmán, M. (1993). El modelo constructivista de Enseñanza/Aprendizaje de las Ciencias: una co-rriente innovadora fundamentada en la investigación. Parte II de Enseñanza de las Ciencias y la Matemática. Tendencias e Innovaciones. Organización de Estados Iberoamericanos (OEI) para la Educación la Ciencia y la Cultura. http://www.oei.org.co/oeivirt/gil02.htm.