Table 2 - uploaded by Joaquim Escola
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-Non-mandatory courses and mandatory courses actually contributing to their mastered contents (1st semester).
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Context 1
... Aristotle once said "For the things we have to learn before we can do them, we learn by doing them" (Bynum and Porter, 2005, 21:9). Table 2 shows the first semester 7 non-mandatory courses and their corresponding 13 mandatory courses in the corresponding curricula. Also shown are the curricula and academic year of the students applying to the course. ...
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Citations
The implementation of the Project in Business Simulation (PSE) at Instituto Superior de Contabilidade e Administração de Lisboa (ISCAL) is a milestone in the adoption of a methodology representing a significant change in the paradigm of teaching Accounting in that institution. After nearly two decades of existence, it reflects the challenges facing the successful use of business simulation as a teaching methodology (PBL), always bearing in mind the great changes that have taken place in the context of teaching and the profession.
This study aims to analyse the evolution of the perception of students in the accounting course at ISCAL regarding this teaching methodology. In order to achieve the objective, a questionnaire survey was carried out in the school year 2021/2022, obtaining 172 valid responses. After analyzing the results and comparing them with the data obtained in surveys conducted in 2011 and 2015, we can say that the data collected seem to show that students perceive PSE as an asset in their academic training, which allows the application practice of concepts that facilitate your learning process and the acquisition of skills.
Keywords: Competences; teaching; business simulation; PBL methodology
