The Impact of Active Methodologies on Teaching and Learning in Accounting Sciences According to Teaching Perception
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.36367/ntqr.9.2021.208-217 |
Resumo: | Bibliographic evidence suggests that active methodologies brought positive contributions to the teaching-learning process, thus, it can be inferred that, active methodologies brought changes that are related to the premises of national curricular guidelines for the Undergraduate course in Accounting. In this context, this article studies the effect of active methodologies on the competences and skills conceived during the first semesters of the Accounting course, in the teaching perception. The work was directed to seven teachers, from the first two semesters of the Accounting Sciences course, from a Higher Education institution in the capital of Mato Grosso do Sul that implemented Active Methodologies in their courses in 2019. The interview was held, through a questionnaire with seventeen questions, including closed questions for parameterization of the sample and discursive about the objective of the study. The analysis of the content of the interviews allowed to categorize the results in a quantitative and qualitative way. It was found that 85.7% of respondents have been teaching for more than 6 years and that everyone has been using active methods for at least 1 year (mostly between 2 and 5 years) and in most of their disciplines, and a percentage significant perceived several skills and competences developed by students through the use of Active Methodologies. The most used methodologies among the interviewees are the “inverted classroom” and “problem-based learning”. It is concluded that, in the interviewees' perception, the active methodologies increased the development of the competences and skills of the students of the Accounting course. In addition, in the perception of most of the teachers interviewed, the active methodologies compared to the traditional methodology facilitated the students' learning process. |
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The Impact of Active Methodologies on Teaching and Learning in Accounting Sciences According to Teaching PerceptionO Impacto das Metodologias Ativas no Ensino e Aprendizagem nas Ciências Contábeis Segundo a Percepção DocenteMetodologia de EnsinoAprendizagemCompetências e HabilidadesTeaching MethodologyLearningSkills and AbilitiesBibliographic evidence suggests that active methodologies brought positive contributions to the teaching-learning process, thus, it can be inferred that, active methodologies brought changes that are related to the premises of national curricular guidelines for the Undergraduate course in Accounting. In this context, this article studies the effect of active methodologies on the competences and skills conceived during the first semesters of the Accounting course, in the teaching perception. The work was directed to seven teachers, from the first two semesters of the Accounting Sciences course, from a Higher Education institution in the capital of Mato Grosso do Sul that implemented Active Methodologies in their courses in 2019. The interview was held, through a questionnaire with seventeen questions, including closed questions for parameterization of the sample and discursive about the objective of the study. The analysis of the content of the interviews allowed to categorize the results in a quantitative and qualitative way. It was found that 85.7% of respondents have been teaching for more than 6 years and that everyone has been using active methods for at least 1 year (mostly between 2 and 5 years) and in most of their disciplines, and a percentage significant perceived several skills and competences developed by students through the use of Active Methodologies. The most used methodologies among the interviewees are the “inverted classroom” and “problem-based learning”. It is concluded that, in the interviewees' perception, the active methodologies increased the development of the competences and skills of the students of the Accounting course. In addition, in the perception of most of the teachers interviewed, the active methodologies compared to the traditional methodology facilitated the students' learning process.Evidências bibliográficas sugerem que as metodologias ativas trouxeram contribuições positivas para o processo de ensino-aprendizagem, assim, pode-se inferir que, as metodologias ativas trouxeram mudanças que se relacionam com as premissas das diretrizes curriculares nacionais para o curso de Graduação em Ciências Contábeis. Neste contexto, este artigo estuda o efeito das metodologias ativas nas competências e habilidades concebidas no decorrer dos primeiros semestres do curso de Ciências Contábeis, na percepção docente. O trabalho foi direcionado a sete docentes, dos dois primeiros semestres, do curso de Ciências Contábeis, de uma instituição de Ensino Superior da capital sul-mato-grossense que implantou as Metodologias Ativas em seus cursos, em 2019. Realizou-se a entrevista, através de um questionário com dezessete questões, incluindo questões fechadas para parametrização da amostra e discursivas sobre o objetivo de estudo. A análise do conteúdo das entrevistas permitiu categorizar os resultados de forma quantitativa e qualitativa. Constatou-se que, 85,7% dos entrevistados atuam na docência há mais de 6 anos e que todos utilizam os métodos ativos há pelo menos 1 ano (a maioria entre 2 a 5 anos) e na maioria de suas disciplinas, e um percentual significativo percebeu diversas habilidades e competências desenvolvidas pelos alunos por meio da utilização das Metodologias Ativas. As metodologias mais utilizadas entre os entrevistados são a “sala de aula invertida” e “aprendizagem baseada em problemas”. Conclui-se que, na percepção dos entrevistados as metodologias ativas aumentaram o desenvolvimento das competências e habilidades dos alunos do curso de Ciências Contábeis. Além disso, na percepção da maioria dos docentes entrevistados as metodologias ativas comparada a metodologia tradicional facilitaram o processo de aprendizagem dos alunos.Ludomedia2021-07-08info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.36367/ntqr.9.2021.208-217https://doi.org/10.36367/ntqr.9.2021.208-217New Trends in Qualitative Research; Vol. 9 (2021): Qualitative Research in Social Sciences: Advances and Challenges; 208-217New Trends in Qualitative Research; Vol. 9 (2021): Investigación cualitativa en ciencias sociales: avances y desafíos; 208-217New Trends in Qualitative Research; Vol. 9 (2021): Investigação Qualitativa em Ciências Sociais: avanços e desafios; 208-2172184-777010.36367/ntqr.9.2021reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://publi.ludomedia.org/index.php/ntqr/article/view/370https://publi.ludomedia.org/index.php/ntqr/article/view/370/372Patrícia Pereira Castroinfo:eu-repo/semantics/openAccess2023-08-13T09:13:05Zoai:ojs.publi.ludomedia.org:article/370Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T15:48:10.751278Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
The Impact of Active Methodologies on Teaching and Learning in Accounting Sciences According to Teaching Perception O Impacto das Metodologias Ativas no Ensino e Aprendizagem nas Ciências Contábeis Segundo a Percepção Docente |
title |
The Impact of Active Methodologies on Teaching and Learning in Accounting Sciences According to Teaching Perception |
spellingShingle |
The Impact of Active Methodologies on Teaching and Learning in Accounting Sciences According to Teaching Perception Patrícia Pereira Castro Metodologia de Ensino Aprendizagem Competências e Habilidades Teaching Methodology Learning Skills and Abilities |
title_short |
The Impact of Active Methodologies on Teaching and Learning in Accounting Sciences According to Teaching Perception |
title_full |
The Impact of Active Methodologies on Teaching and Learning in Accounting Sciences According to Teaching Perception |
title_fullStr |
The Impact of Active Methodologies on Teaching and Learning in Accounting Sciences According to Teaching Perception |
title_full_unstemmed |
The Impact of Active Methodologies on Teaching and Learning in Accounting Sciences According to Teaching Perception |
title_sort |
The Impact of Active Methodologies on Teaching and Learning in Accounting Sciences According to Teaching Perception |
author |
Patrícia Pereira Castro |
author_facet |
Patrícia Pereira Castro |
author_role |
author |
dc.contributor.author.fl_str_mv |
Patrícia Pereira Castro |
dc.subject.por.fl_str_mv |
Metodologia de Ensino Aprendizagem Competências e Habilidades Teaching Methodology Learning Skills and Abilities |
topic |
Metodologia de Ensino Aprendizagem Competências e Habilidades Teaching Methodology Learning Skills and Abilities |
description |
Bibliographic evidence suggests that active methodologies brought positive contributions to the teaching-learning process, thus, it can be inferred that, active methodologies brought changes that are related to the premises of national curricular guidelines for the Undergraduate course in Accounting. In this context, this article studies the effect of active methodologies on the competences and skills conceived during the first semesters of the Accounting course, in the teaching perception. The work was directed to seven teachers, from the first two semesters of the Accounting Sciences course, from a Higher Education institution in the capital of Mato Grosso do Sul that implemented Active Methodologies in their courses in 2019. The interview was held, through a questionnaire with seventeen questions, including closed questions for parameterization of the sample and discursive about the objective of the study. The analysis of the content of the interviews allowed to categorize the results in a quantitative and qualitative way. It was found that 85.7% of respondents have been teaching for more than 6 years and that everyone has been using active methods for at least 1 year (mostly between 2 and 5 years) and in most of their disciplines, and a percentage significant perceived several skills and competences developed by students through the use of Active Methodologies. The most used methodologies among the interviewees are the “inverted classroom” and “problem-based learning”. It is concluded that, in the interviewees' perception, the active methodologies increased the development of the competences and skills of the students of the Accounting course. In addition, in the perception of most of the teachers interviewed, the active methodologies compared to the traditional methodology facilitated the students' learning process. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-07-08 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.36367/ntqr.9.2021.208-217 https://doi.org/10.36367/ntqr.9.2021.208-217 |
url |
https://doi.org/10.36367/ntqr.9.2021.208-217 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://publi.ludomedia.org/index.php/ntqr/article/view/370 https://publi.ludomedia.org/index.php/ntqr/article/view/370/372 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Ludomedia |
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Ludomedia |
dc.source.none.fl_str_mv |
New Trends in Qualitative Research; Vol. 9 (2021): Qualitative Research in Social Sciences: Advances and Challenges; 208-217 New Trends in Qualitative Research; Vol. 9 (2021): Investigación cualitativa en ciencias sociales: avances y desafíos; 208-217 New Trends in Qualitative Research; Vol. 9 (2021): Investigação Qualitativa em Ciências Sociais: avanços e desafios; 208-217 2184-7770 10.36367/ntqr.9.2021 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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