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Abstract(s)
A teoria dos estilos de aprendizagem preferenciais está disseminada no campo da educação, mas já são vários os estudos, especialmente vindos das neurociências cognitivas, que concluem a falta de dados que comprovem qualquer benefício em usá-las no ensino. Neste estudo, através de um questionário, fomos verificar qual a perceção sobre os estilos de aprendizagem de diferentes profissionais a exercer funções em contexto escolar. Participaram no total 136 profissionais, entre os 22 e 68 anos de idade (M=38,5 anos; DP=10,51), sendo 95% do sexo feminino. A média de experiência profissional é de 13.8 anos (SD = 9.15). Analisámos as respostas de três grupos de profissionais, Professores (n=42), Psicólogos (n=44) e Terapeutas da Fala (n=50) e não encontrámos diferenças nas suas respostas, na medida em que, em todos os grupos, a atribuição de facto científico sobre os benefícios do ensino por estilos de aprendizagem foi acima dos 80%. Os nossos resultados vão de encontro à literatura que indica que os estilos de aprendizagem preferenciais estão difundidos no contexto escolar, com a particularidade de acrescentar que não atinge apenas os professores. À luz desta indiferenciação verificada quanto à área de especialização, relança-se a discussão para o possível impacto deste enviesamento nas diferentes práticas em contexto escolar.
The learning styles theory is spread across the education field, despite previous research, especially from cognitive neuroscience, that concluded the lack of empirical support in its use in teaching. In this study, we used a survey to analyse the perception of learning styles in different professionals working in the Portuguese educational system. We recruited 136 participants, between the ages of 22 and 68 years (M=38,5 years; SD=10,51), 95% of them were female. The average of working experience it is 13.8 years (SD= 9.15). We analysed the answers of three groups of professional from different specializations, Teachers (n=42), Psychologists (n=44) and Speech-Language Pathologists (n=50) and no differences were found in their answers since all the groups scored above 80% as they classified as fact the benefits of teaching by learning styles. Our empirical data stand aligned with the scientific literature, suggesting that the learning styles myth is widely present in the school setting, affecting other professions beyond teachers. With this undistinguishable knowledge despite specialization, we discuss this bias's probable impact in the educational contexts.
The learning styles theory is spread across the education field, despite previous research, especially from cognitive neuroscience, that concluded the lack of empirical support in its use in teaching. In this study, we used a survey to analyse the perception of learning styles in different professionals working in the Portuguese educational system. We recruited 136 participants, between the ages of 22 and 68 years (M=38,5 years; SD=10,51), 95% of them were female. The average of working experience it is 13.8 years (SD= 9.15). We analysed the answers of three groups of professional from different specializations, Teachers (n=42), Psychologists (n=44) and Speech-Language Pathologists (n=50) and no differences were found in their answers since all the groups scored above 80% as they classified as fact the benefits of teaching by learning styles. Our empirical data stand aligned with the scientific literature, suggesting that the learning styles myth is widely present in the school setting, affecting other professions beyond teachers. With this undistinguishable knowledge despite specialization, we discuss this bias's probable impact in the educational contexts.
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Keywords
Estilos de aprendizagem preferenciais Neuromitos na educação Psicólogos Terapeutas da fala Professores Learning styles Neuromyths on education Psychologists Speech-language pathologists Teachers