IDENTIFICACIÓN DE VARIABLES QUE INFLUYEN EN LOS ESTILOS DE APRENDIZAJE. CLAVES PARA CONOCER CÓMO APRENDEN LOS ESTUDIANTES
DOI:
https://doi.org/10.55777/rea.v1i1.868Keywords:
estilos de aprendizaje, estilos de enseñanza, orientación psicopedagógica, motivaciónAbstract
Resumen: Este trabajo destaca el interés que para la orientación psicopedagógica tiene la identificación de los estilos de aprendizaje. El conocimiento de las variables que influyen en los procesos de aprendizaje del alumnado ofrece al profesorado algunas claves para diseñar una intervención psicopedagógica adecuada a sus diferentes formas de aprender. En este artículo se presentan algunos resultados de una investigación realizada con 317 estudiantes de Educación Secundaria Obligatoria de la Comunidad Autónoma de la Región de Murcia que responden al LSI (Learning Styles Inventory), instrumento de evaluación de estilos de aprendizaje traducido y adaptado para esta investigación. Se establece la fiabilidad del instrumento y se realiza un estudio diferencial de los patrones de comportamiento de los estudiantes en relación a los estilos de aprendizaje en las categorías relevantes de género y curso.
Identification of variables that influence in the learning styles. keys to know how the students learn
Abstract: the identification of different types of learning styles is a crucial fact in psycho pedagogical guidance. The knowledge of the variables that influence the students´s learning process gives the teachers some significant information for the design of a appropriate psycho pedagogical intervention to the different ways of students´s learning styles. The aim of this paper is to show results obtained in a research made with 317 secondary education students from the “Comunidad Autónoma de la Región de Murcia” who answered to the LSI (Learning Styles Inventory) method of styles evaluation, translated and adapted specifically for this study. This paper establishes the reliability of the method and later is shows the results of the differential study of patterns of behaviour in relation to learning styles, in the relevant categories of gender and course.
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