CUESTIONARIO HONEY-ALONSO DE ESTILOS DE APRENDIZAJE PDF

Important User Information: Remote access to EBSCO's databases is permitted to patrons of subscribing institutions accessing from remote locations for personal, non-commercial use. However, remote access to EBSCO's databases from non-subscribing institutions is not allowed if the purpose of the use is for commercial gain through cost reduction or avoidance for a non-subscribing institution. Abstract: An application case Questionnaire Honey - Alonso Learning Styles as a tool to identify learning styles of students in the subject computer is presented for improving the teaching-learning process supported by the use of Edmodo platform; the methodology used was action research in five stages: planning, action, observation, analysis and reflection, with a nonrandom sample of purposive sampling. Activities to learn the relationship between the proposed tasks, learning styles and the platform is proposed; by applying the questionnaire CHAEA the arithmetic mean of each learning style is determined, obtaining that students have active style by

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Medical residents needs to acquire knowledge to solve problems. Pediatrics Residents have two learning styles reflective and theoric most of the other two pragmatic and active. Many papers show that characteristic for health science, while humanities show different way for learn.

We studied 30 pediatric residents from 3rd year last-one. Project was review by Ethics Research Committee. All subjects read and sign Informed consent. We discuss these findings. In order to study a medical residence it is needed to acquire particular knowledge and skills guided to solve problems that attain the entire society, residents have to reach a totally satisfactory quality level, including a great quantity aspects and terms, in between one of these multiple items, the one that appertain this paper is the learning style each medical resident has.

In relation to each person learning style, educational psychologists have a consensus, pointing that everyone develops his very own, those are, in substance, the main responsible of how a particular student behave when confronting the learning process. Firstly we will define style.

In pedagogic matter it is referred as a set of various behaviors reunited under a single label. According to Alonso and Gallego [3, 4] there are three basic psychological elements forming the concept of style: an affective component represented by emotional intelligence; a cognitive component understood as cognitive intelligence and a behavioral component, the social intelligence. Gutierrez Tapias and cols. For Hilgard [8] learning is a process whereby an activity originates or is changed through the reaction of a given situation.

Bordenave [9] , defines learning as a relatively permanent modification on men capacity or disposition, occurred as result of their activity and that cannot be attributed to growth, development or causes like illnesses or genetic mutations. Cotton [10] gives a definition for learning as a process of acquisition of knowledge, new abilities and dispositions, relatively durable, conceived to change perception or behavior as a result of experience.

Gregorc [11] states that learning styles consist in distinctive behaviors which can be used as an indicator of how a person learns and adapts to his environment. For Riding [12] cognitive learning style reflects an essential facet of person, having a physic basis, controlling how an individual responds to different occurrences and ideas he experience [4].

Learning styles are cognitive, affective and physiological characteristics which can be used as indicators, relatively durable, of how teachers perceive, interact and respond to their learning environments.

Honey and A. B Answers for questionnaires are the starting point, not the end point, it is all about to ease and provide a practical guide to help and orient individuals to enhance. C They describe a questionnaire which includes eighty items to analyze learning styles with a greater number of elements CHAEA 3. For Mumford [3], the scheme of learning process by experience is divided as follows:.

In a study made in Buenos Aires, Argentina, the predominant learning style on second grade medical students and seniors of medical school, were, for information acquisition, the theoretical, and for information use, the reflective one. On cardiology residents, the same results were obtained. As a general rule, the predominant learning style on women was divergent concrete-reflexive with a clear preference on studying a clinical medical residence, meanwhile, on men, predominated the assimilator learning style abstract-reflective , with preference on studying a surgical medical residence [16].

In Madrid, Spain, in a study made in nursing students, reflective and theoretical learning styles were the predominant on that population. The aim of this study was to identify which learning style predominated on pediatric medical residents, in order to get to know completely each medical resident, their weaknesses and their virtues in terms of their learning style, giving the docent the chance to determine how to proceed and amplify continuously the limits of his development area, particularly on the formation stage.

An observational study was developed, longitudinal, comparative, approved by Ethics and Investigation Committees, with the main objective of determine the predominant learning style on third year senior pediatric medical residents. Secondary objectives were: describe the predominant learning style by sex, by age, determine the learning style associated with each medical specialty. Informed consent was obtained verbally from each participant.

This questionnaire was made starting from the premise that needs, interests and motivations of each student are different, describing four learning styles active, reflective, theoretical and pragmatic. This instrument consists of eighty questions which can be answered with a dichotomy, manifesting if he agrees or not with each item. Absolute score reached on a group of twenty items indicates the level obtained for each learning style previously described.

This is how precise data are obtained to evaluate each student preferences for each learning style and finally obtain the predominant learning style on a particular subject.

The process of construction and validation of this inventory has been reported previously [18, 19, 20, 21, 22, 23]. LSQ was conceived for enterprises professionals of the United Kingdom. Questionnaires were applied at three different moments.

Residents who were not at the hospital at the time of application professional social service received the questionnaire via email, answered and replied by the same via.

At application time, all participants received information about the questionnaire, explaining them that it is designed to determine their preferred learning style and results could vary depending on how sincere questions were answered. Instructions were given to mark before each sentence in the blank space between parentheses with a v if he agreed with the sentence or with a X if he did not agreed.

If you agree authorizing the aforementioned, please proceed answering the questionnaire; otherwise return it unsolved.

The questionnaire was applied on classrooms of the aforesaid hospital. Data were captured, then, results were analyzed. Once questionnaires were solved, it was proceeded to obtain the scores. In some cases, two or even more learning styles could have a tied score.

Percentage of the four learning styles was calculated for the whole population, getting by this method the predominant learning style for this population. This was done also to determine predominant learning style by sex. Of a total of 38 third year senior pediatric medical resident, 34 were only included. Those who did not answer the questionnaire were excluded 4. Age fluctuated between 32 to 37 years old, with an average of None of all residents had a predominant active learning style.

Unlike what has been reported in other studies, where theoretical learning style was the predominant one, in our study we found the reflective learning style to be the most common [1,5,8,9]. Nevertheless, when considering the baremos, theoretical learning style surpasses, by far, reflective learning style. Those results seemed logical to be found, as in pediatric medical specialty several qualities need to be attained on their students, which, many of those, are part of reflective learning style definition, in example: being measured, receptive, exhaustive, observant, patient, careful, detailist and prudent; and from theoretical learning style: methodic, logical, objective, critical, structured, disciplined, planned, systematic, ordered, reasoner, seeker of new hypothesis, questions or concepts.

All of the aforementioned qualities and abilities are related with reflective and theoretical learning styles. Of our awareness is that in all consulted references, an active learning style has never been reported previously for a clinical medical specialty, though, being found on residents of surgical medical specialties [1,5,8,9]. Among surgical residents, the qualities compatible with active learning style are being improvisator, discoverer, risky, creative, leader, problem solving, etc.

Another variable considered for the analysis was if the third year pediatric medical resident was going to study a pediatric subspecialty or not, if so, which of all pediatric subspecialties, thus, being found that for clinical subspecialties, reflective learning style was the predominant one, as expected; for surgical pediatric subspecialties predominated reflective and pragmatic learning styles, these results were not concordant on what has been said before, where the active style was the main on surgical residents.

Finally, for those pediatric subspecialties which combine clinical and surgical skills, the predominant learning style was theoretical in combination with pragmatic and reflective. Those findings support the theory that learning styles are not static, but evolving continuously, based on the interest and field of study of each person. In order to become a pediatric surgeon, first you have to be a pediatrician, developing a reflective learning style, as been seen on different studies; then when becoming a resident of a surgical pediatric subspecialty, the subject develops a different learning style, as mentioned before.

On the other hand, Boracci and Engels found that surgical residents had a pure active learning style, but it is need to be considered that those surgical residents focused their skills only in an adult population, not having the need to develop a reflective or theoretical learning style like those who had to become pediatricians at first instance.

Juarez-Munoz et al. For residents of a pediatric surgical subspecialty, the main learning styles were reflective and pragmatic; on the other hand, pediatric clinical subspecialties had residents with a predominant theoretical learning style.

Not concordant on what we found on the present study, where reflective learning style was the predominant on both sexes, graphic number 1 shows the baremos by sex. Likewise, in our results, reflective learning style predominated on surgical subspecialty residents, followed by pragmatic and theoretical styles, whereas for medical subspecialty residents, the reflective learning style was the main, too.

In our study, active learning style appeared in none of our subjects, while in Juarez-Munoz et al. In order to figure out this entanglement, we searched articles whose objectives included finding the predominant learning style, using the same instrument CHAEA questionnaire , on populations who did not include health care personnel. Camarero [25], made this quest on different areas, such as informatics, physics, mathematics, attorneys and teachers.

Concerning to Bousbia [25], he worked with computing science students. On Gutierrez Tapias [6] multinational project, he included magisterium students from Spain, Mexican agronomic engineering students and finally students of education career, formed in Venezuela In all aforementioned studies who did not included health care related personnel, the active learning style was estimated on the same proportion as the other three learning styles.

Likewise, graphic number 3 shows a comparison between health care related students and students not related to health care, which clearly shows the less proportion of subjects with an active or pragmatic learning style on health care related students.

The proportion of learning styles on third year pediatric residents by baremos, allow us to identify the following, as the active learning style is quite low, the theoretical learning style is the predominant one, then, the pragmatic and reflective learning styles are present on lower proportions graphic number 4.

The limiting of the present study was that only third year pediatric residents were included, excluding the previous year residents, another was the disproportion between gender, as females where twice as the male population. Social Media.

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What is CHAEA (Cuestionario Honey-Alonso de Estilos de Aprendizaje)

The present article studies the relation between learning styles in language learning and educational culture in Romania before and after the fall of the communist regime. The sample consists of Romanian students learning Spanish in Madrid. Educational culture, understood as behaviors, beliefs and attitudes with respect to the learning process, was analyzed using the Cuestionario de Cultura Educativa CCE , based on the cultural dimensions theory and model by Hofstede , Significant changes were found in educational culture and dominant learning styles between both periods, revealing among others a decrease of the number of theorists and reflectors in the language classroom and a correlation between reflection, oral participation and periods. Keywords: learning styles, educational culture, cultural dimensions, communist education, language learning.

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1. Introduction

Inicio Archivos Vol. CHAEA, estilos de aprendizaje, estudiantes universitarios, validez de constructo, validez de contenido. Referencias Alonso, C. Los estilos de aprendizaje.

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Medical residents needs to acquire knowledge to solve problems. Pediatrics Residents have two learning styles reflective and theoric most of the other two pragmatic and active. Many papers show that characteristic for health science, while humanities show different way for learn. We studied 30 pediatric residents from 3rd year last-one. Project was review by Ethics Research Committee. All subjects read and sign Informed consent. We discuss these findings.

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