Estilos de aprendizagem no ensino superior: estudo de casos com docentes e discentes de uma instituição de ensino

• Ano de defesa: 2019
• Autor(a) principal: Calegari, Ricardo Pereira
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Cruzeiro do Sul; Brasil; Campus Liberdade; Doutorado em Ensino de Ciências e Matemática; Cruzeiro do Sul
• Palavras-chave em Português: Ensino; Aprendizagem; Estilos de aprendizagem; Processo de ensino-aprendizagem; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO
• Link de acesso: http://repositorio.cruzeirodosul.edu.br/handle/123456789/323

The present thesis, contextualized in the current Society, from the perspective of technology, considers educational aspects to understand the learning styles in higher education. The objective of the research was to investigate patterns and frequency of learning styles in students and teachers of a University Center in the interior of São Paulo, through an electronic questionnaire covering 50 courses, subdivided into four major areas of knowledge. The methodology was to apply a questionnaire to 165 teachers and 5,317 students based on the studies developed by Felder-Soloman (1991) and to present comparative graphs between students of the same area of knowledge, distinct areas and also, comparison between learning styles of teachers and students of same area.The research is justified as a tool to aid the teaching-learning process, since it enables the teacher to use the presented material to verify and adapt his teaching methodology to specific classes, differentiating his / her classroom style in different areas of the classroom. knowledge, and on the other hand, research data can develop in students improved learning in relation to the styles in which they have more fragility. It is concluded that the knowledge of the learning styles of students and teachers, makes it possible to understand the best methodological tools of teaching and potentialization of the available resources, besides clarifying learning problems that can occur in a certain class or individually by a student, and may foster the academic management of these and other elements for decision making.