Learning styles of integrated High School students

Detalhes bibliográficos
Autor(a) principal: Marçal, Viviane Gomes
Data de Publicação: 2020
Outros Autores: Evangelista, Wemerton Luis, Franco, Raquel Aparecida Soares Reis
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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spelling 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
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