Caracterização multivariante dos estilos de aprendizagem dos estudantes do Instituto Politécnico de Castelo Branco
Type
article
Identifier
SILVEIRA, Paulo. [et. al.] (2014) – Caracterização multivariante dos estilos de aprendizagem dos estudantes do Instituto Politécnico de Castelo Branco. In III Conferência Internacional, Leiria, 9-10 de maio- Investigação e práticas em contextos de educação. Leiria : ESECS. p. 229-237.
978-989-97836-7-6
Title
Caracterização multivariante dos estilos de aprendizagem dos estudantes do Instituto Politécnico de Castelo Branco
Subject
Estilos de aprendizagem
CHAEA
HJ-Biplot
Learning styles
CHAEA
HJ-Biplot
CHAEA
HJ-Biplot
Learning styles
CHAEA
HJ-Biplot
Date
2016-04-18T08:32:27Z
2016-04-18T08:32:27Z
2014
2016-04-18T08:32:27Z
2014
Description
O processo Europeu de Convergência do Ensino Superior, determinado pelo processo de Bolonha, coloca o aluno no centro do processo de ensino-aprendizagem, focando os seus estudos nas competências que deve ter o recém-formado e potenciando a iniciativa e a aprendizagem autónoma do aluno. Essa mudança de paradigma educacional está ligada a uma mudança metodológica que reforça o papel ativo e o pensamento crítico do aluno.
Para adquirir as competências o aluno deve usar o seu ou os seus estilos de aprendizagem predominantes que têm um caráter de predisposição para aprender de determinada forma.
Neste sentido, no processo de ensino/aprendizagem, a análise dos estilos de aprendizagem assume um papel fundamental para saber como aprendem os alunos.
Este estudo foi desenhado para avaliar os estilos de aprendizagem dos alunos das seis escolas de ensino superior do Instituto Politécnico de Castelo Branco. É parte de uma tese de doutoramento em Estatística Multivariante Aplicada desenvolvida na Universidade de Salamanca (Silveira, P., Villardón, MP, Galindo, MP, 2013).
Pretende-se, também, evidenciar o papel dos métodos fatoriais multivariantes na análise de dados que envolvem estruturas complexas de Covariação/Interação, com particular destaque para os métodos Biplot que nunca foram utilizados neste contexto.
Para recolher a informação foi utilizado o questionário CHAEA (Questionário Honey-Alonso de Estilos de Aprendizagem criado por Alonso e Honey em 1995).
Abstract The European Convergence Process in Higher Education, given by the Bologna process, puts the student as the core of the teaching-learning process, focusing his studies on skills that must have recently graduated, fostering initiative and independent student learning. This shift in educational paradigm is linked to a methodological change that strengthens critical thinking and active role of the student. To acquire skills, students should use their predominant learning styles that represent a pre-disposition to learn in a certain way. In this sense, in the teaching / learning process, analysis of learning styles plays a key role on how students learn. This study was designed to assess the learning styles of students from six schools of higher education in the Polytechnic Institute of Castelo Branco. It is part of a doctoral thesis in Applied Multivariate Statistics developed at the University of Salamanca (Silveira, P., Villardón, MP, Galindo, MP, 2013). The aim is also to highlight the role of factorial multivariate methods in data analysis involving complex covariance/ interaction structures, with particular emphasis on Biplot methods that have never been used in this context. Was used the CHAEA questionnaire (Questionnaire Honey-Alonso Learning Styles created by Alonso and Honey in 1995) to collect information.
Abstract The European Convergence Process in Higher Education, given by the Bologna process, puts the student as the core of the teaching-learning process, focusing his studies on skills that must have recently graduated, fostering initiative and independent student learning. This shift in educational paradigm is linked to a methodological change that strengthens critical thinking and active role of the student. To acquire skills, students should use their predominant learning styles that represent a pre-disposition to learn in a certain way. In this sense, in the teaching / learning process, analysis of learning styles plays a key role on how students learn. This study was designed to assess the learning styles of students from six schools of higher education in the Polytechnic Institute of Castelo Branco. It is part of a doctoral thesis in Applied Multivariate Statistics developed at the University of Salamanca (Silveira, P., Villardón, MP, Galindo, MP, 2013). The aim is also to highlight the role of factorial multivariate methods in data analysis involving complex covariance/ interaction structures, with particular emphasis on Biplot methods that have never been used in this context. Was used the CHAEA questionnaire (Questionnaire Honey-Alonso Learning Styles created by Alonso and Honey in 1995) to collect information.
Access restrictions
openAccess
http://creativecommons.org/licenses/by-nc/4.0/
http://creativecommons.org/licenses/by-nc/4.0/
Language
por
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