STRATEGIES FOR TEACHING-LEARNING USED BY TEACHERS AND THEIR RELATIONSHIP WITH THE INVOLVEMENT OF STUDENTS

The objective of this paper is to analyze the impact of using different strategies of teaching and learning by teachers, taking into account the form of study that is intended that students adopt in a course graduate in Accounting, among them surface and deep learning approaches. Two teaching methods were tested for two classes, namely: a traditional class, composed of lecture and practical classes (class 1); and a practical session, materials to be used in the classroom with the support of Bloom's Taxonomy and theories on learning approaches (class 2) has been developed. In this proposal, it is understood that the traditional classroom would be more related to a surface approach to learning, while the material produced for class 2 would lead to the achievement of a deep learning approach, because it provides greater participation and student interaction with content proposed. As a result, no significant differences for the two teaching methods were perceived. Regarding the superficial and deep approach, the proposal to class 2 modes was more effective in ensuring the participation of students as well as their involvement in seeking practical applications and linking theory and practice. In what regards the categories inherent in the cognitive domain of Bloom's Taxonomy, the two methods have proved effective in achieving the various aspects investigated, namely, lecture and practical class. It is noteworthy, however, that the second mode, practical class, also allows you to develop goals related to the affective domain taxonomy.