ESTUDIO DESCRIPTIVO DE LOS ESTILOS DE APRENDIZAJE DE ESTUDIANTES UNIVERSITARIOS ARGENTINOS
DOI:
https://doi.org/10.55777/rea.v5i9.948Keywords:
Psicología cognitiva, perspectiva socio-constructivista, estilos de aprendizaje, preferencias cognitivas, universidadAbstract
Resumen. El presente trabajo se propone en primer lugar analizar los estilos de aprendizaje predominantes de 263 estudiantes universitarios de primer año y en segundo término explorar la existencia de relaciones entre las dimensiones cognitivas de los estilos de aprendizaje a los efectos de identificar combinaciones típicas de las mismas. Se aplicó el Inventario de Estilos de Aprendizaje de Felder y Soloman (1998) en estudiantes de Kinesiología, Psicopedagogía e Ingeniería de dos universidades públicas de Rosario (Argentina). En coherencia con la literatura académica relevada, se observó que la mayor parte de los estudiantes poseen preferencias activas, sensitivas, visuales y secuenciales; asimismo se encontraron relaciones entre los procesos cognitivos de los estilos de aprendizaje, por un lado, entre procesamiento y representación y, por el otro, entre percepción y comprensión. Estos resultados facilitarían el diseño de propuestas didácticas reduciendo la posibilidad de desencuentros entre los estilos de aprendizaje y los estilos de enseñanza.
DESCRIPTIVE STUDY OF THE LEARNING STYLES OF ARGENTINE UNIVERSITY STUDENTS
Abstract. This paper aims to analyze the predominant learning styles of 263 university student of first year. Furthermore the aim is to explore the existence of relationships between the dimensions of learning styles to analyze their typical combinations. We applied the Index of Learning Styles the Felder & Soloman (1988) in students of Kinesiology, Psychopedagogy and Engineering of two public universities in Rosario (Argentina). Consistent with the academic literature review, it was observed that most students have preferences active, sensory, visual and sequential; also found relationships between the cognitive processes of learning styles: processing-representation and perception- understanding. These results provide strategies for the design of educational proposals reducing the possibility of disagreements among the learning styles and teaching styles.
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