Teaching styles of teachers and learning style of students from the technical course in Automotive Maintenance integrated to High School

Detalhes bibliográficos
Autor(a) principal: Sasaki, Robson Shigueaki
Data de Publicação: 2020
Outros Autores: Silva, Rodrigo Herman da, Martins, Viviane Lima
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/9995
Resumo: Assessments of teaching and learning styles are important parameters that determine the compatibility between student and teacher. Therefore, the objective of this work was to evaluate the teaching styles of teachers and the learning of students from the Technical Course in Automotive Maintenance Integrated to High School, from the Federal Institute of Minas Gerais, Campus Bambuí. For evaluation, the methodology was used, properly validated and identified by N-ILS (New Index of Learning Styles) composed of twenty questions. The questionnaire was prepared using an electronic form and made available, remotely, to teachers of technical disciplines and High School (9th grade; 10th grade and 11th grade) of the referred course. Subsequently, the data were tabulated in spreadsheets, and the teaching styles of teachers and students learning were classified. At the end, it was found that in the profile of teachers of technical disciplines of the integrated course in Automotive Maintenance, sensory perception, visual input, active processing and sequential understanding predominated. For the students, it was observed that they have a preference for sensory perception, visual input, reflective processing and sequential understanding. There was disagreement regarding the processing style between teachers and students.
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spelling Teaching styles of teachers and learning style of students from the technical course in Automotive Maintenance integrated to High SchoolEstilos de enseñanza de los docentes y aprendizaje de los alumnos del curso técnico en Mantenimiento Automotriz integrado a BachilleratoEstilos de ensino dos professores e aprendizagem dos alunos do curso técnico em Manutenção Automotiva integrado ao Ensino MédioMetodologias de ensinoEstilos de aprendizagemCiências cognitivas.Metodologías de enseñanzaAprendiendo estilosCiencias cognitivas.Teaching methodologiesLearning stylesCognitive sciences.Assessments of teaching and learning styles are important parameters that determine the compatibility between student and teacher. Therefore, the objective of this work was to evaluate the teaching styles of teachers and the learning of students from the Technical Course in Automotive Maintenance Integrated to High School, from the Federal Institute of Minas Gerais, Campus Bambuí. For evaluation, the methodology was used, properly validated and identified by N-ILS (New Index of Learning Styles) composed of twenty questions. The questionnaire was prepared using an electronic form and made available, remotely, to teachers of technical disciplines and High School (9th grade; 10th grade and 11th grade) of the referred course. Subsequently, the data were tabulated in spreadsheets, and the teaching styles of teachers and students learning were classified. At the end, it was found that in the profile of teachers of technical disciplines of the integrated course in Automotive Maintenance, sensory perception, visual input, active processing and sequential understanding predominated. For the students, it was observed that they have a preference for sensory perception, visual input, reflective processing and sequential understanding. There was disagreement regarding the processing style between teachers and students.Las evaluaciones de los estilos de enseñanza y aprendizaje son parámetros importantes que determinan la compatibilidad entre alumno y profesor. Por tanto, el objetivo de este trabajo fue evaluar los estilos de enseñanza de los docentes y el aprendizaje de los estudiantes del Curso Técnico en Mantenimiento Automotriz integrado a enseñanza media, del Instituto Federal de Minas Gerais, Campus Bambuí. Para la evaluación se utilizó la metodología, debidamente validada e identificada por N-ILS (New Index of Learning Styles) compuesta por veinte preguntas. El cuestionario se elaboró ​​en formato electrónico y se puso a disposición, de forma remota, a los profesores de disciplinas técnicas y alumnos de 1er grado; 2º y 3º año de ese curso. Posteriormente, se tabularon los datos en hojas de cálculo y se clasificaron los estilos de enseñanza de los profesores y los estudiantes. Al final, se encontró que en el perfil de docentes de disciplinas técnicas del curso integrado de Mecánica Automotriz, predominó la percepción sensorial, input visual, procesamiento activo y comprensión secuencial. En cuanto a los estudiantes, se observó que tienen preferencia por la percepción sensorial, la entrada visual, el procesamiento reflexivo y la comprensión secuencial. Hubo desacuerdo con respecto al estilo de procesamiento entre profesores y estudiantes.As avaliações dos estilos de ensino e aprendizagem são parâmetros importantes que determinam a compatibilidade entre aluno e professor. Sendo assim, objetivou-se, com esse trabalho, avaliar os estilos de ensino dos professores e aprendizagem dos alunos do curso Técnico em Manutenção Automotiva Integrado ao Ensino Médio, do Instituto Federal de Minas Gerais, Campus Bambuí. Para avaliação, empregou-se a metodologia, devidamente validada e identificada por N-ILS (New Index of Learning Styles) composto por vinte questões. O questionário foi elaborado por meio de um formulário eletrônico e disponibilizado, via remoto, aos docentes de disciplinas técnicas e aos alunos do 1º; 2º e 3º anos do referido curso. Posteriormente os dados foram tabulados em planilhas eletrônicas, e classificados os estilos de ensino dos professores e aprendizagem dos alunos. Ao final, constatou-se que no perfil dos professores de disciplinas técnicas do curso integrado em Mecânica Automotiva, predominaram a percepção sensorial, entrada visual, processamento ativo e entendimento sequencial. Quanto aos alunos, observou-se que possuem preferência para percepção sensorial, entrada visual, processamento reflexivo e entendimento sequencial. Houve divergência quanto ao estilo de processamento entre docentes e discentes.Research, Society and Development2020-11-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/999510.33448/rsd-v9i11.9995Research, Society and Development; Vol. 9 No. 11; e3379119995Research, Society and Development; Vol. 9 Núm. 11; e3379119995Research, Society and Development; v. 9 n. 11; e33791199952525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/9995/8839Copyright (c) 2020 Robson Shigueaki Sasaki; Rodrigo Herman da Silva; Viviane Lima Martinshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSasaki, Robson ShigueakiSilva, Rodrigo Herman daMartins, Viviane Lima 2020-12-10T23:37:57Zoai:ojs.pkp.sfu.ca:article/9995Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:32:09.516291Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Teaching styles of teachers and learning style of students from the technical course in Automotive Maintenance integrated to High School
Estilos de enseñanza de los docentes y aprendizaje de los alumnos del curso técnico en Mantenimiento Automotriz integrado a Bachillerato
Estilos de ensino dos professores e aprendizagem dos alunos do curso técnico em Manutenção Automotiva integrado ao Ensino Médio
title Teaching styles of teachers and learning style of students from the technical course in Automotive Maintenance integrated to High School
spellingShingle Teaching styles of teachers and learning style of students from the technical course in Automotive Maintenance integrated to High School
Sasaki, Robson Shigueaki
Metodologias de ensino
Estilos de aprendizagem
Ciências cognitivas.
Metodologías de enseñanza
Aprendiendo estilos
Ciencias cognitivas.
Teaching methodologies
Learning styles
Cognitive sciences.
title_short Teaching styles of teachers and learning style of students from the technical course in Automotive Maintenance integrated to High School
title_full Teaching styles of teachers and learning style of students from the technical course in Automotive Maintenance integrated to High School
title_fullStr Teaching styles of teachers and learning style of students from the technical course in Automotive Maintenance integrated to High School
title_full_unstemmed Teaching styles of teachers and learning style of students from the technical course in Automotive Maintenance integrated to High School
title_sort Teaching styles of teachers and learning style of students from the technical course in Automotive Maintenance integrated to High School
author Sasaki, Robson Shigueaki
author_facet Sasaki, Robson Shigueaki
Silva, Rodrigo Herman da
Martins, Viviane Lima
author_role author
author2 Silva, Rodrigo Herman da
Martins, Viviane Lima
author2_role author
author
dc.contributor.author.fl_str_mv Sasaki, Robson Shigueaki
Silva, Rodrigo Herman da
Martins, Viviane Lima
dc.subject.por.fl_str_mv Metodologias de ensino
Estilos de aprendizagem
Ciências cognitivas.
Metodologías de enseñanza
Aprendiendo estilos
Ciencias cognitivas.
Teaching methodologies
Learning styles
Cognitive sciences.
topic Metodologias de ensino
Estilos de aprendizagem
Ciências cognitivas.
Metodologías de enseñanza
Aprendiendo estilos
Ciencias cognitivas.
Teaching methodologies
Learning styles
Cognitive sciences.
description Assessments of teaching and learning styles are important parameters that determine the compatibility between student and teacher. Therefore, the objective of this work was to evaluate the teaching styles of teachers and the learning of students from the Technical Course in Automotive Maintenance Integrated to High School, from the Federal Institute of Minas Gerais, Campus Bambuí. For evaluation, the methodology was used, properly validated and identified by N-ILS (New Index of Learning Styles) composed of twenty questions. The questionnaire was prepared using an electronic form and made available, remotely, to teachers of technical disciplines and High School (9th grade; 10th grade and 11th grade) of the referred course. Subsequently, the data were tabulated in spreadsheets, and the teaching styles of teachers and students learning were classified. At the end, it was found that in the profile of teachers of technical disciplines of the integrated course in Automotive Maintenance, sensory perception, visual input, active processing and sequential understanding predominated. For the students, it was observed that they have a preference for sensory perception, visual input, reflective processing and sequential understanding. There was disagreement regarding the processing style between teachers and students.
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/9995
10.33448/rsd-v9i11.9995
url https://rsdjournal.org/index.php/rsd/article/view/9995
identifier_str_mv 10.33448/rsd-v9i11.9995
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/9995/8839
dc.rights.driver.fl_str_mv Copyright (c) 2020 Robson Shigueaki Sasaki; Rodrigo Herman da Silva; Viviane Lima Martins
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Robson Shigueaki Sasaki; Rodrigo Herman da Silva; Viviane Lima Martins
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; e3379119995
Research, Society and Development; Vol. 9 Núm. 11; e3379119995
Research, Society and Development; v. 9 n. 11; e3379119995
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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