Aplicación del aprendizaje basado en problemas en la asignatura contabilidad financiera superiorventajas y desventajas

  1. Corral Lage, Javier
  2. Ipiñazar Petralanda, Izaskun
Journal:
Tendencias pedagógicas

ISSN: 1133-2654

Year of publication: 2014

Issue: 23

Pages: 45-60

Type: Article

DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Tendencias pedagógicas

Abstract

The Problem-Based Learning methodology (PBL) contributes to the teachinglearning process by developing the student�s capacity to �learn to learn� as a necessary channel for their own learning. PBL helps students manage time andThe results of the current study indicate that students prefer a mixed-system. More than half those students asked that they understood the subject better when the traditional method was deployed. However, a large body of students stated that in order to be better prepared to sit an exam PBL method was more appropriate. As a preliminary conclusion, it would seem that the PBL is an effective system that demands significant effort from students. It is therefore suggested that the subject syllabus be modified in order to avoid over-burdening the students information efficiently. Two methods are deployed when teaching the Advanced Financial Accounting subject. The first method is the PBL approach wherein students are encouraged to deal with the areas of self-learning and acquisition of knowledge in an autonomous way. The second method deployed at the University is the more traditional, teacher-fronted, lecture approach.

Bibliographic References

  • Barrows, H. S., & Kelson, A. C. (1995). Problem-based learning in secondary education and the problem-based learning institute. Springfield, IL: Problem-Based Learning Institute.
  • Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher education, 32(3), 347-364.
  • Breton, G. (1999). Some empirical evidence on the superiority of the problem-based learning (PBL) method. Accounting Education, 8(1), 1– 12.
  • Consejo de Europa. (2002). Marco común europeo de referencia para las lenguas. Strasburgo: Consejo de Europa, Ministerio de Educación, Cultura y Deporte/Instituto Cervantes.
  • Delors, J. & International Commission on Education for the Twenty-first Century, (1996). La Educación encierra un Tesoro: Informe a la UNESCO de la Comisión Internacional sobre la Educación para el Siglo XXI. Compendio. Santillana.
  • Dolmans, D. H. J. M., Schmidt, H. G. & Gijselaers, W. H. (1995). The relationship between student-generated learning issues and self-study in problem-based learning. Instructional Science, 22(4), 251-267.
  • Estella, A. M., & Vera, C. S. (2008). La enseñanza en competencias en el marco de la educación a lo largo de la vida y la sociedad del conocimiento. Revista iberoamericana de educación, (47), 159-184.
  • Esteve, F. (2009). Bolonia y las TIC: de la docencia 1.0 al aprendizaje 2.0. La cuestión universitaria, (5), 6.
  • Fernández March, A. (2006). Metodologías activas para la formación de competencias. Educatio siglo XXI, 24.
  • Heagy, C., & Lehmann, C. (2005). Is PBL an improved delivery method for the accounting curriculum? In B. Schwartz & J. Ketz (Eds.), Advances in accounting education teaching and curriculum innovations (pp. 221– 251). Elsevier.
  • Hicks, M. (1991). Problem solving in business and management: Hard, soft and creative approaches. London: International Thomson Business Press.
  • Hmelo-Silver, C. E. (2004). Problem-Based Learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266.
  • Johnstone, K., & Biggs, S. (1998). Problem-based learning: Introduction, analysis, and accounting curricula implications. Journal of Accounting Education, 16(3/4), 407–427
  • Major, C. H., & Palmer, B. (2001). Assessing the effectiveness of Problem-Based Learning in Higher Education: Lessons from the Literature. Academic Exchange Quarterly, 5(1), 4-9.
  • Milne, M., & McConnell, P. (2001). Problem-based learning: A pedagogy for using case material in accounting education. Accounting Education, 10(1), 61–82.
  • Molina Ortiz, J. A., García González, A., Pedraz Marcos, A., & Antón Nardiz, M. V. (2003). Aprendizaje basado en problemas: una alternativa al método tradicional. Revista de Docencia Universitaria, 3(2).
  • Morales, P., & Landa V. (2004). Aprendizaje Basado En Problemas Problem–Based Learning. Theoria, 13, 145-157.
  • Rivera, O. (2000). La Gestión del Conocimiento en el mundo Académico: ¿Cómo es la universidad de la era del conocimiento?. AECA, 51.
  • Rué, J. (2007). Enseñar en la Universidad: El EEES como reto para la Educación Superior. Narcea Ediciones.
  • Sáez de Cámara Oleaga, E., Guisasola Aranzabal, J., & Garmendia Mujika, M. (2013). Implementación y resultados obtenidos en una propuesta de Aprendizaje Basado en Problemas en el Grado en Ingeniería Ambiental. REDU. Revista de Docencia Universitaria, 11(3), 85-112.
  • Stanley, T., & Marsden, S. (2012). Problem-based learning: Does accounting education need it? Journal of Accounting Education.
  • Tan, O. S. (2003). Problem-based learning innovation: Using problems to power learning in the 21st century. Thompson.
  • Tan, O. S. (2004). Editorial. Innovations in Education and Teaching International, 41(2), 123-124.
Data source: Dialnet