ANALISE ENTRE A ASSOCIAÇÃO DOS ESTILOS DE APRENDIZAGEM COM O GÊNERO, FAIXA ETÁRIA E INTELIGÊNCIA DE CRIANÇAS BRASILEIRAS DO ENSINO FUNDAMENTAL I
DOI:
https://doi.org/10.55777/rea.v6i11.980Keywords:
Estilos de aprendizagem, diferenças etárias, gênero, inteligênciaAbstract
Resumo:
A associação de estilos de aprendizagem com o gênero, faixa etária e inteligência de crianças entre 6 e 12 anos demonstram que considerando a idade o estimulo predominante foi o reflexivo, seguido pelo pragmático, ativo e teórico. A média dos estilos em relação à idade variou bastante conforme a faixa etária das crianças. Foi possível perceber que o estilo ativo predomina para os meninos e o teórico e pragmático para meninas, o reflexivo apresenta uma diferença pequena entre ambos. Na correlação entre inteligência e estilos, foi observada uma correlação negativa entre o estilo pragmático com o QI verbal. Os resultados revelam a importância de se avaliar o estilo de aprendizagem das crianças, num modelo que permita o conhecimento mais ampliado sobre as características de preferência de aprendizagem da criança, possibilitando o desenvolvimento de estratégias para intervenções mais significativas no ensino e na aprendizagem das crianças.
ANALYSIS BETWEEN THE ASSOCIATION OF LEARNING STYLES WITH, THE GENDER, AGE AND INTELLIGENCE OF BRAZILIAN CHILDREN OF ELEMENTARY EDUCATION I
Abstract:
The association of learning styles with the gender, age and intelligence of Brazilian children between six and 12 years of age demonstrates that with respect to age, the predominant style was reflective, followed by pragmatic, active, and theoretical. The average of the styles in relation to age determines an oscillation between ages. For boys, the active style was predominant, whereas for girls, the theoretical and pragmatic styles were predominant. The reflective style differed slightly between the sexes. The correlation between intelligence and the learning styles was negative for the pragmatic style and verbal IQ. The results are considered to be tools to understand children’s learning styles using a model that facilitates a broader understanding of the styles and their characteristics and that can suggest more appropriate strategies to improve the learning process.
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