Revista fundada en , lo que la convierte en la revista decana de la especialidad en lengua castellana. The aim of this study was to evaluate whether individuals aged 55 years or older show a dominant learning style or pattern within the framework of experiential learning theory postulated by David Kolb.. The results lend empirical support to the theoretical framework formulated by Kolb and followers. The data show that although there is no single dominant learning style, individuals aged 55 years or older show a greater preference for assimilation and divergent styles. On the other hand, their learning style was unrelated to socio-demographic variables such as age, gender, marital status or previous education, reinforcing the idea of interindividual variability in old age.. The subjects in this study showed a clear preference for learning activities that involved the use of reflection, observation, group work, and personal interaction.

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O processo no qual se trabalha o desenvolvimento da aprendizagem tem sido largamente estudado por diferentes campos de estudo. El aprendizaje es un proceso que ha sido ampliamente estudiado por diferentes campos de estudio. Entre las diferentes concepciones sobre el aprendizaje, algunos modelos sugieren la existencia de formas de aprender particulares de cada individuo. Learning is a process that has been extensively studied by different fields of knowledge.

Among different conceptions of learning, some models suggest the existence of individual learning ways for each person. However, this information goes unnoticed by teachers who unconsciously increase the absence of reciprocity between modes of learning and ways of teaching. In this work, we present an analysis about an interview to science and mathematics teachers, where we bring information about the relationship between teacher's way of teaching contents of science and mathematics and the way students learn.

Using the inventory of learning styles proposed by educational psychologist and education theorist David Kolb, whose theory is based on experiential learning, the learning styles of students from the third year of high school were identified. Through an interview, physics, chemistry, biology, and mathematics teachers, with a total of nine teachers surveyed on socio-demographic variables such as educational level, school structure, and difficulties detected to the accomplishment of pedagogical practice, besides the knowledge about the individual ways of learning and didactic preferences.

In general, we found that science and mathematics teachers interviewed, involuntarily create a particular strategy to teach, this join to the lack of knowledge about learning styles, end up ignoring different knowledge of their students. Despite this, it is possible to emphasize that there was an understanding by the teachers when intervention was applied considering individual learning styles of their students when they are acquiring knowledge.

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Reston Publishing, Virginia: Estados Unidos, Faria, L. Volume 8, pp. Anais USP Felder, R. Learning and teaching styles in engineering education. Flores, M. Campinas, HAGE, S. CD ROM, HAWK, T. Using learning style instruments to enhance student learning. Kolb, D. Experiential learning: Experience as the source of learning and development.

New Jersey: Estados Unidos, KOLB, D. Experiential learning theory: Previous research and new directions. Nova York: Estados Unidos, KOLB, A. Learning styles and learning spaces: Enhancing experiential learning in higher education.

LIRA, B. Editora Paulinas. Visitado em: 07, out. Mainemelis, C. Learning styles and adaptive flexibility: Testing experiential learning theory. Moretto, V. Editora Lamparina. Rio de Janeiro: Brasil, Moreira, M. Teorias de aprendizagem. Nardi, R. Pimentel, A. A teoria da aprendizagem experiencial como alicerce de estudos sobre desenvolvimento profissional.

Estudos de Psicologia, Natal, RN, v. Silva, F. REID, J. The learning style preferences of ESL students. DOI: Saviani, D. Sobral, D. Trevelin, A. Journal of Learning Styles, Madrid, Espanha, v. Normas de publicacion. Proyecto Universitario Institucional Estatuto General. Recife - PE Brasil. Publicado:


Aprendizaje Experiencial 4 Modelo de David Kolb



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