Misconceptions are hard to die: Understanding the prevalence of misconceptions related to different learning styles among teachers

Detalhes bibliográficos
Autor(a) principal: Menezes, João Paulo Cunha de
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.
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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
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