Marco conceptual de los Estilos de Aprendizaje. El caso de los estudiantes en formación inicial de profesores de química - [Conceptual framework of learning styles. The case of students in initial training of chemistry teachers]

Abstract

- Knowing student’s preference in how to learn would allow them to use motivating educational means and contribute to development of competencies committed in their Graduate Profile. The objective of this work is to determine the Learning Styles (LS) that students in Chemistry Teacher training declare. A conceptual framework to AE was developed through a bibliographic review following by the criteria of Correlation, Contemporaneity Substantiality. A conceptual framework is presented with a historical and dialogical evaluation of great contributions (Aristotle, Vygotsky, Piaget, Kolb, Fleming, and Gardner). The determination of LS was carried out from a mixed paradigm, with a systematic design around a quasi-experimental methodology, with a naturally constituted groups of students (cohorts 2020 y 2021), applying the Honey-Alonso Learning Styles Questionnaire. The responses to the questionnaire showed high internal consistency (Cronbach's α coefficient between 0.8 and 0.9) and a mean variance between 0.7 and 0.1. A mostly Assimilatory profile is exhibited, then Divergent and Accommodator type, in addition to showing between 20% and 10% of preferences with mixed profiles, in all cases they were not observed gender differences.