Estilos de aprendizagem em universitarios
AUTOR(ES)
Teresa Cristina Siqueira Cerqueira
DATA DE PUBLICAÇÃO
2000
RESUMO
Learning styles describe the way people interact with learning conditions as they include cognitive, affective, physical and environmental aspects which can support information processing. The most important aims of the present research was: 1) to adapt and validate Kolb s Learning Style Inventory for the examined population, of Brazilian undergraduates; 2) to verify if there is a predominant preferential learning style according to different fields of knowledge; 3) to identify the relationship between learning styles and the variables gender, age, grouped semester, regions of Brazil and type of institution . Data was collected through Kolb s Learning Style Inventory. Informants were 2552 undergraduates of several states of Brazil s five regions, and from the eight classified fields of knowledge. Thirty psychologists participated as judges in the definition validation of the instrument and their concordance concerning learning style classification was quite high. Statistical analysis of data, for significant differences indicated that the assimilator learning style predominated in the six different fields of knowledge, refemng to people who leam basically through reflexive observation and abstract conceptualization. As to the relationship between the observed variables, it was found that the learning styles show statistically relevant differences regarding age groups, grouped semesters, regions of Brazil and the fields of knowledge, but did not show any difference in relation to gender and type of institution. We conclude therefore that the assimilator learning style, predominant in this groups of undergraduates, maintains itself stable throughout the semesters and fields of knowledge. Vaiidity of definition of the instrument was obtained, but further researches are needed to validate the instrument. We suggest new researches into the subject in order to broaden our knowledge on the subject .
ASSUNTO(S)
psicologia educacional aprendizagem estudantes universitarios
