Analysis of Learning Styles of Students Enrolled in a Technical Course in Electromechanics with the Application of the Inventory of Kolb

Priscila Cadorin Nicolete, Fabrício Herpich, Eduardo Tocchetto De Oliveira Júnior, Marta Adriana Machado da Silva, Liane Margarida Rockenbach Tarouco
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Abstract

The present paper has as its main goal to identify the learning styles of students enrolled in technical high school concomitant to an electromechanical course, according to the precepts of David Kolb’s Experiential Learning Theory. This study is part of doctoral research that aims to investigate how different technological resources can be combined in an Experiential Learning Cycle and verify their benefits for teaching Physics. The results obtained made it possible for students to perform metacognition, and for teachers to understand how knowledge is appropriated by their students. The results will serve as a starting point for the elaboration of pedagogical strategies considering the Theory of Experiential Learning. The results also showed heterogeneity among the students since the four learning styles were identified among the 71 students surveyed (assimilating, converging, accommodating, and diverging). However, the Assimilating style stood out among students, representing 35.2%, which corroborates with Kolb’s studies, which demonstrate that individuals who choose courses involving the areas of Physical Sciences and Mathematics present predominantly this learning style.
应用Kolb量表分析电工技术课学生学习风格
本文的主要目的是根据大卫·科尔布的体验式学习理论来确定中专机电课程学生的学习风格。这项研究是博士研究的一部分,旨在调查不同的技术资源如何在体验式学习周期中结合起来,并验证它们对物理教学的好处。所获得的结果使学生能够进行元认知,并使教师能够了解学生如何使用知识。研究结果将作为考虑体验式学习理论的教学策略制定的起点。结果还显示了学生之间的异质性,因为在71名被调查的学生中发现了四种学习风格(同化,收敛,适应和发散)。然而,同化风格在学生中表现突出,占35.2%,这与科尔布的研究相吻合,该研究表明,选择涉及物理科学和数学领域的课程的个人主要表现为这种学习风格。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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