Misconceptions are hard to die: Understanding the prevalence of misconceptions related to different learning styles among teachers
Autor(a) principal: | |
---|---|
Data de Publicação: | 2023 |
Tipo de documento: | Artigo |
Idioma: | por spa eng |
Título da fonte: | Revista Ibero-Americana de Estudos em Educação (Online) |
Texto Completo: | https://periodicos.fclar.unesp.br/iberoamericana/article/view/17992 |
Resumo: | Since their inception, Learning Styles (L.S) have gained popularity among teachers, researchers, and the public. However, these styles have been strongly criticized by researchers who claim that they lack evidence to support their effectiveness. Considering the above, I propose in this work to analyze the conceptualization compression as well as the means of identification of the Learning Styles of basic education teachers of science and biology in the Federal District. For this purpose, a questionnaire composed of open and closed questions was applied. The answers were analyzed by means of Textual Discourse Analysis. After analyzing the data, it was possible to observe that 60% of the teachers stated that they make use of the L.S in the classroom context. The main L.S observed were conceptualized within the visual-auditory framework, as well as the style proposed by David Kolb and Gardner's Multiple Intelligences. |
id |
UNESP-15_8e3cf232e0052aa7fa77b5ca675c3266 |
---|---|
oai_identifier_str |
oai:ojs.pkp.sfu.ca:article/17992 |
network_acronym_str |
UNESP-15 |
network_name_str |
Revista Ibero-Americana de Estudos em Educação (Online) |
repository_id_str |
|
spelling |
Misconceptions are hard to die: Understanding the prevalence of misconceptions related to different learning styles among teachersEquívocos son difíciles de morir: Comprender la prevalencia de creencias erróneas relacionadas con los diferentes estilos de aprendizaje entre los profesoresEquívocos conceituais são difíceis de morrer: Compreensão da prevalência de crenças errôneas relacionadas aos diferentes estilos de aprendizagem entre professoresNeuromitosEnsino de ciências e biologiaEducação básicaNeuromitesTeaching science and biologyBasic educationNeuromitosEnseñanza de ciencias y biologiaEducación básicaSince their inception, Learning Styles (L.S) have gained popularity among teachers, researchers, and the public. However, these styles have been strongly criticized by researchers who claim that they lack evidence to support their effectiveness. Considering the above, I propose in this work to analyze the conceptualization compression as well as the means of identification of the Learning Styles of basic education teachers of science and biology in the Federal District. For this purpose, a questionnaire composed of open and closed questions was applied. The answers were analyzed by means of Textual Discourse Analysis. After analyzing the data, it was possible to observe that 60% of the teachers stated that they make use of the L.S in the classroom context. The main L.S observed were conceptualized within the visual-auditory framework, as well as the style proposed by David Kolb and Gardner's Multiple Intelligences.Desde su creación, los Estilos de Aprendizaje (E.A) han ganado popularidad entre profesores, investigadores y el público en general. Sin embargo, estos estilos han sido fuertemente criticados por investigadores que afirman que carecen de evidencia que respalde su eficacia. Considerando lo expuesto, propongo en este trabajo analizar la comprensión de la conceptualización, así como los medios de identificación de los Estilos de Aprendizaje de profesores de educación básica en ciencias y biología en el Distrito Federal. Para este propósito, se aplicó un cuestionario compuesto por preguntas abiertas y cerradas. Las respuestas fueron analizadas mediante Análisis Textual Discursivo. Después del análisis de los datos, se pudo observar que el 60% de los profesores afirmaron que hacen uso de los E.A en el contexto del aula. Los principales E.A observados se conceptualizaron dentro de la estructura visual-auditiva, así como el estilo propuesto por David Kolb y las Inteligencias Múltiples de Gardner.Desde a sua criação, os Estilos de Aprendizagem (E.A) ganharam popularidade entre professores, pesquisadores e o público em geral. No entanto, esses estilos têm sido fortemente criticados por pesquisadores que afirmam que eles carecem de evidências que apoiem sua eficácia. Considerando o exposto, proponho neste trabalho analisar a compressão da conceituação bem como os meios de identificação dos Estilos de Aprendizagem de professores da educação básica de ciências e biologia no Distrito Federal. Para esse propósito, foi aplicado um questionário composto por perguntas abertas e fechadas. As respostas foram analisadas por meio da Análise Textual Discursiva. Após análise dos dados, foi possível observar que 60% dos professores afirmaram que fazem uso dos E.A no contexto de sala de aula. Os principais E.A observados foram conceituados dentro da estrutura visual-auditivo, bem como o estilo proposto por David Kolb e as Inteligências Múltiplas de Gardner.Faculdade de Ciências e Letras/Unesp2023-12-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfapplication/pdftext/htmltext/htmlhttps://periodicos.fclar.unesp.br/iberoamericana/article/view/1799210.21723/riaee.v18i00.17992Revista Iberoamericana de Estudios en Educación; (2023), v. 18, Publicação Contínua; e023145Revista Ibero-Americana de Estudos em Educação; (2023), v. 18, Publicação Contínua; e0231451982-55872446-860610.21723/riaee.v18i00reponame:Revista Ibero-Americana de Estudos em Educação (Online)instname:Universidade Estadual Paulista (UNESP)instacron:UNESPporspaenghttps://periodicos.fclar.unesp.br/iberoamericana/article/view/17992/17269https://periodicos.fclar.unesp.br/iberoamericana/article/view/17992/17270https://periodicos.fclar.unesp.br/iberoamericana/article/view/17992/17271https://periodicos.fclar.unesp.br/iberoamericana/article/view/17992/17272https://periodicos.fclar.unesp.br/iberoamericana/article/view/17992/17273Copyright (c) 2023 João Paulo Cunha de Menezeshttps://creativecommons.org/licenses/by-nc-sa/4.0info:eu-repo/semantics/openAccessMenezes, João Paulo Cunha de2024-01-10T21:42:28Zoai:ojs.pkp.sfu.ca:article/17992Revistahttp://seer.fclar.unesp.br/iberoamericanaPUBhttps://periodicos.fclar.unesp.br/iberoamericana/oaibizelli@fclar.unesp.br|| joseandersonsantoscruz@gmail.com1982-55871982-5587opendoar:2024-01-10T21:42:28Revista Ibero-Americana de Estudos em Educação (Online) - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Misconceptions are hard to die: Understanding the prevalence of misconceptions related to different learning styles among teachers Equívocos son difíciles de morir: Comprender la prevalencia de creencias erróneas relacionadas con los diferentes estilos de aprendizaje entre los profesores Equívocos conceituais são difíceis de morrer: Compreensão da prevalência de crenças errôneas relacionadas aos diferentes estilos de aprendizagem entre professores |
title |
Misconceptions are hard to die: Understanding the prevalence of misconceptions related to different learning styles among teachers |
spellingShingle |
Misconceptions are hard to die: Understanding the prevalence of misconceptions related to different learning styles among teachers Menezes, João Paulo Cunha de Neuromitos Ensino de ciências e biologia Educação básica Neuromites Teaching science and biology Basic education Neuromitos Enseñanza de ciencias y biologia Educación básica |
title_short |
Misconceptions are hard to die: Understanding the prevalence of misconceptions related to different learning styles among teachers |
title_full |
Misconceptions are hard to die: Understanding the prevalence of misconceptions related to different learning styles among teachers |
title_fullStr |
Misconceptions are hard to die: Understanding the prevalence of misconceptions related to different learning styles among teachers |
title_full_unstemmed |
Misconceptions are hard to die: Understanding the prevalence of misconceptions related to different learning styles among teachers |
title_sort |
Misconceptions are hard to die: Understanding the prevalence of misconceptions related to different learning styles among teachers |
author |
Menezes, João Paulo Cunha de |
author_facet |
Menezes, João Paulo Cunha de |
author_role |
author |
dc.contributor.author.fl_str_mv |
Menezes, João Paulo Cunha de |
dc.subject.por.fl_str_mv |
Neuromitos Ensino de ciências e biologia Educação básica Neuromites Teaching science and biology Basic education Neuromitos Enseñanza de ciencias y biologia Educación básica |
topic |
Neuromitos Ensino de ciências e biologia Educação básica Neuromites Teaching science and biology Basic education Neuromitos Enseñanza de ciencias y biologia Educación básica |
description |
Since their inception, Learning Styles (L.S) have gained popularity among teachers, researchers, and the public. However, these styles have been strongly criticized by researchers who claim that they lack evidence to support their effectiveness. Considering the above, I propose in this work to analyze the conceptualization compression as well as the means of identification of the Learning Styles of basic education teachers of science and biology in the Federal District. For this purpose, a questionnaire composed of open and closed questions was applied. The answers were analyzed by means of Textual Discourse Analysis. After analyzing the data, it was possible to observe that 60% of the teachers stated that they make use of the L.S in the classroom context. The main L.S observed were conceptualized within the visual-auditory framework, as well as the style proposed by David Kolb and Gardner's Multiple Intelligences. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-12-20 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.fclar.unesp.br/iberoamericana/article/view/17992 10.21723/riaee.v18i00.17992 |
url |
https://periodicos.fclar.unesp.br/iberoamericana/article/view/17992 |
identifier_str_mv |
10.21723/riaee.v18i00.17992 |
dc.language.iso.fl_str_mv |
por spa eng |
language |
por spa eng |
dc.relation.none.fl_str_mv |
https://periodicos.fclar.unesp.br/iberoamericana/article/view/17992/17269 https://periodicos.fclar.unesp.br/iberoamericana/article/view/17992/17270 https://periodicos.fclar.unesp.br/iberoamericana/article/view/17992/17271 https://periodicos.fclar.unesp.br/iberoamericana/article/view/17992/17272 https://periodicos.fclar.unesp.br/iberoamericana/article/view/17992/17273 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 João Paulo Cunha de Menezes https://creativecommons.org/licenses/by-nc-sa/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 João Paulo Cunha de Menezes https://creativecommons.org/licenses/by-nc-sa/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf application/pdf text/html text/html |
dc.publisher.none.fl_str_mv |
Faculdade de Ciências e Letras/Unesp |
publisher.none.fl_str_mv |
Faculdade de Ciências e Letras/Unesp |
dc.source.none.fl_str_mv |
Revista Iberoamericana de Estudios en Educación; (2023), v. 18, Publicação Contínua; e023145 Revista Ibero-Americana de Estudos em Educação; (2023), v. 18, Publicação Contínua; e023145 1982-5587 2446-8606 10.21723/riaee.v18i00 reponame:Revista Ibero-Americana de Estudos em Educação (Online) instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Revista Ibero-Americana de Estudos em Educação (Online) |
collection |
Revista Ibero-Americana de Estudos em Educação (Online) |
repository.name.fl_str_mv |
Revista Ibero-Americana de Estudos em Educação (Online) - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
bizelli@fclar.unesp.br|| joseandersonsantoscruz@gmail.com |
_version_ |
1820236788235501568 |