LEARNING STYLES. A MODEL OF TEACHER OBSERVATION SCALE FOR LEARNING STYLE
This work is the result of a research on learning styles and search for an instrument for detection by teachers of basic education. Learning styles have been studied with great depth in the last filly years based on psychological currents (HERRMANN, 1982) or pedagogical (GARDNER, 1995) and learning...
| Autor: | |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | Brasil |
| Institución: | Universidade Estadual Paulista (UNESP) |
| Repositorio: | Repositório Institucional da UNESP |
| Idioma: | portugués |
| OAI Identifier: | oai:repositorio.unesp.br:11449/195188 |
| Acceso en línea: | http://dx.doi.org/10.21723/riaee.v1414.12384 http://hdl.handle.net/11449/195188 |
| Access Level: | acceso abierto |
| Palabra clave: | Learning styles Attention to diversity School inclusion |
| Sumario: | This work is the result of a research on learning styles and search for an instrument for detection by teachers of basic education. Learning styles have been studied with great depth in the last filly years based on psychological currents (HERRMANN, 1982) or pedagogical (GARDNER, 1995) and learning theories. There are also several instruments (LSI, HBDI, LSI ++, CHAEA) that measure the styles and that obey these same referents. With this study we created the -REA- with a theoretical foundation integrating different theories (KOHLBER, 1969, BANDLER and GRINDER, 1979, KOLB, 1984, DUNN, DUNN and PRICE, 1985, FELDER and SILVERMAN, 1988), adapted to ordinary school contexts, that can be completed by teachers as an instrument of reflection on their students and, at the same time, as an illustrator of new ways of understanding how students learn and intervention in classrooms. |
|---|