Learning styles of integrated High School students
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/9790 |
Resumo: | The objective of this work is to identify the predominant learning styles of students in an integrated technical course, as well as to analyze the changes in these styles due to being in the first, second or third year of the course. Thus, the reference for driving was based on Felder and Silverman (1988). The authors indicate that students learn in different ways as seeing and listening, reflecting and acting, by logical reasoning and intuition, visualizing and memorizing, building analogies and mathematical models, constantly and in stages. A qualitative and quantitative perspective was adopted for data analysis. Regarding the techniques used for data collection, a questionnaire was applied to students. It was found that students identify with visual/verbal aspects, have a greater preference for images and diagrams in the three years of the analyzed course. In general, students have linear reasoning. |
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Learning styles of integrated High School studentsEstilos de aprendizaje de los estudiantes de Secundaria integradosEstilos de Aprendizagem de estudantes do Ensino Médio integradoAprendiendo estilosEnsenãnzaEstudiantes. Learning stylesTeachingStudents.Estilos de aprendizagemEnsinoEstudantes.The objective of this work is to identify the predominant learning styles of students in an integrated technical course, as well as to analyze the changes in these styles due to being in the first, second or third year of the course. Thus, the reference for driving was based on Felder and Silverman (1988). The authors indicate that students learn in different ways as seeing and listening, reflecting and acting, by logical reasoning and intuition, visualizing and memorizing, building analogies and mathematical models, constantly and in stages. A qualitative and quantitative perspective was adopted for data analysis. Regarding the techniques used for data collection, a questionnaire was applied to students. It was found that students identify with visual/verbal aspects, have a greater preference for images and diagrams in the three years of the analyzed course. In general, students have linear reasoning.El objetivo de este trabajo es identificar los estilos de aprendizaje predominantes de los estudiantes en un curso técnico integrado, así como analizar los cambios en estos estilos por estar en el primer, segundo o tercer año del curso. Así, la referencia para la conducción se basó en Felder y Silverman (1988). Los autores indican que los estudiantes aprenden de diferentes formas como viendo y escuchando, reflexionando y actuando, mediante el razonamiento lógico y la intuición, visualizando y memorizando, construyendo analogías y modelos matemáticos, de forma constante y por etapas. Se adoptó una perspectiva cualitativa y cuantitativa para el análisis de datos. En cuanto a las técnicas utilizadas para la recolección de datos, se aplicó un cuestionario a los estudiantes. Se encontró que los estudiantes se identifican con aspectos visuales / verbales, tienen mayor preferencia por imágenes y diagramas en los tres años del curso analizado. En general, los estudiantes tienen un razonamiento lineal.O objetivo deste trabalho é identificar os estilos de aprendizagem predominantes dos estudantes de um curso técnico integrado, assim como analisar as mudanças nesses estilos em função de estarem no primeiro, segundo ou terceiro ano do curso. Dessa maneira, a referência para a condução foi baseada em Felder e Silverman (1988). Os autores indicam que os estudantes aprendem de diversas formas como vendo e ouvindo, refletindo e agindo, por raciocínio lógico e intuição, visualizando e memorizando, construindo analogias e modelos matemáticos, de forma constante e por etapas. Adotou-se uma perspectiva qualitativa e quantitativa para análise dos dados. Em relação às técnicas empregadas para coleta de dados foi elaborado um questionário aplicado para os estudantes. Verificou-se que os estudantes se identificam com os aspectos visuais/verbais, possuem maior preferência por imagens e diagramas nos três anos do curso analisado. De modo geral, os estudantes apresentam raciocínio linear.Research, Society and Development2020-11-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/979010.33448/rsd-v9i11.9790Research, Society and Development; Vol. 9 No. 11; e3409119790Research, Society and Development; Vol. 9 Núm. 11; e3409119790Research, Society and Development; v. 9 n. 11; e34091197902525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/9790/8842Copyright (c) 2020 Viviane Gomes Marçal; Wemerton Luis Evangelista; Raquel Aparecida Soares Reis Francohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMarçal, Viviane Gomes Evangelista, Wemerton Luis Franco, Raquel Aparecida Soares Reis 2020-12-10T23:37:57Zoai:ojs.pkp.sfu.ca:article/9790Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:31:59.332075Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Learning styles of integrated High School students Estilos de aprendizaje de los estudiantes de Secundaria integrados Estilos de Aprendizagem de estudantes do Ensino Médio integrado |
title |
Learning styles of integrated High School students |
spellingShingle |
Learning styles of integrated High School students Marçal, Viviane Gomes Aprendiendo estilos Ensenãnza Estudiantes. Learning styles Teaching Students. Estilos de aprendizagem Ensino Estudantes. |
title_short |
Learning styles of integrated High School students |
title_full |
Learning styles of integrated High School students |
title_fullStr |
Learning styles of integrated High School students |
title_full_unstemmed |
Learning styles of integrated High School students |
title_sort |
Learning styles of integrated High School students |
author |
Marçal, Viviane Gomes |
author_facet |
Marçal, Viviane Gomes Evangelista, Wemerton Luis Franco, Raquel Aparecida Soares Reis |
author_role |
author |
author2 |
Evangelista, Wemerton Luis Franco, Raquel Aparecida Soares Reis |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Marçal, Viviane Gomes Evangelista, Wemerton Luis Franco, Raquel Aparecida Soares Reis |
dc.subject.por.fl_str_mv |
Aprendiendo estilos Ensenãnza Estudiantes. Learning styles Teaching Students. Estilos de aprendizagem Ensino Estudantes. |
topic |
Aprendiendo estilos Ensenãnza Estudiantes. Learning styles Teaching Students. Estilos de aprendizagem Ensino Estudantes. |
description |
The objective of this work is to identify the predominant learning styles of students in an integrated technical course, as well as to analyze the changes in these styles due to being in the first, second or third year of the course. Thus, the reference for driving was based on Felder and Silverman (1988). The authors indicate that students learn in different ways as seeing and listening, reflecting and acting, by logical reasoning and intuition, visualizing and memorizing, building analogies and mathematical models, constantly and in stages. A qualitative and quantitative perspective was adopted for data analysis. Regarding the techniques used for data collection, a questionnaire was applied to students. It was found that students identify with visual/verbal aspects, have a greater preference for images and diagrams in the three years of the analyzed course. In general, students have linear reasoning. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-11-15 |
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://rsdjournal.org/index.php/rsd/article/view/9790 10.33448/rsd-v9i11.9790 |
url |
https://rsdjournal.org/index.php/rsd/article/view/9790 |
identifier_str_mv |
10.33448/rsd-v9i11.9790 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/9790/8842 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 9 No. 11; e3409119790 Research, Society and Development; Vol. 9 Núm. 11; e3409119790 Research, Society and Development; v. 9 n. 11; e3409119790 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
_version_ |
1797052804392550400 |