Estilos de aprendizagem: absorvendo críticas, descobrindo caminhos
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2024
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Candido, R. B.
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Moraes, Edmilson Alves de
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CANDIDO, R. B. Estilos de aprendizagem: absorvendo críticas, descobrindo caminhos. 2024. 134 f. Tese (Doutorado em Administração de Empresas) - Centro Universitário FEI, São Paulo, 2024.
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O tópico Estilos de Aprendizagem começou ser explorado em meados do século XX e, desde então, tornou-se um vigoroso campo de pesquisas. Essas pesquisas trazem em seu interior a promessa de uma educação mais bem adaptada à características individuais dos estudantes, o que costuma ser bem recebido entre os atores da educação, sobretudo críticos aos modelos
“ditos” tradicionais. Contudo, dificuldades na superação de lacunas criaram espaço fértil para o desenvolvimento de críticas que chegam a propor o fim dessas pesquisas. A partir dessa contradição, formada por um campo cuja publicação cresce quase que permanentemente e críticas que sugerem seu fim, a presente pesquisa avalia a dinâmica da produção científica sobre estilos de aprendizagem; sintetiza suas críticas e ouve seus pesquisadores para saber o que pensam sobre as críticas e o futuro das pesquisas, concluindo com recomendações para realização de novas pesquisa sobre estilos. Para tanto, foi utilizada uma estratégia de métodos mistos sequencial realizada em três etapas. Na primeira, realizou-se um estudo bibliométrico
buscando evidenciar as principais características das pesquisas no campo ao longo de 25 anos (1997-2021); na segunda, realizou-se uma revisão bibliográfica que sintetizou as principais críticas feitas aos Estilos de Aprendizagem, enquanto, na terceira, verificou-se, a partir do olhar dos pesquisadores de estilos, o valor percebido dessas pesquisas, o reconhecimento das críticas,
seus principais enfrentamentos além de suas perspectivas para o futuro das pesquisas. Entre os achados, verificou-se que a produção científica sobre Estilos de Aprendizagem cresceu significativamente ao longo dos 25 anos (1997-2021) estudados, concentrando-se em pesquisas relacionadas à interação homem-máquina e à formação de profissionais de áreas de saúde, como
medicina e enfermagem; que as críticas mais recorrentes são dirigidas a aspectos como a pluralidade de definições, validade e confiabilidade das escalas e questões de ordem ética; que pesquisadores do campo reconhecem a validade as críticas feitas aos estilos enquanto julgam promissora a ideia de formação de fórum internacional para discussão e superação das lacunas.
A utilização recente de Estilos de Aprendizagem em pesquisas envolvendo aprendizagem mediada por computador e sua associação com o uso de metodologias de aprendizagem ativa na formação profissional dão indícios de potencial contribuição para o processo de aprendizagem, justificando futuras pesquisas
The topic of learning styles began to be explored in the mid-20th century and has since become a vigorous field of research. This research brings with it the promise of an education that is better adapted to the individual characteristics of students, which is usually well received by education stakeholders, especially those who criticize the “so-called” traditional models. However, difficulties in overcoming gaps have created fertile ground for the development of criticisms that even suggest the end of this research. Based on this contradiction, formed by a field whose publications are growing almost permanently and criticisms that suggest its end, this research evaluates the dynamics of scientific production on learning styles; it summarizes its criticisms and listens to its researchers to find out what they think about the criticisms and the future of research, concluding with recommendations for conducting new research on styles. To this end, a sequential mixed methods strategy was used in three stages. In the first, a bibliometric study was carried out seeking to highlight the main characteristics of research in the field over 25 years (1997-2021); In the second part, a bibliographic review was carried out that summarized the main criticisms made of Learning Styles, while in the third part, from the perspective of style researchers, the perceived value of these studies, the recognition of criticisms, their main challenges, and their perspectives for the future of research were verified. Among the findings, it was found that scientific production on Learning Styles grew significantly over the 25 years (1997-2021) studied, focusing on research related to human-machine interaction and the training of professionals in health areas, such as medicine and nursing; that the most recurrent criticisms are directed at aspects such as the plurality of definitions, validity and reliability of scales, and ethical issues; that researchers in the field recognize the validity of the criticisms made of the styles while considering the idea of forming an international forum for discussion and overcoming gaps to be promising. The recent use of Learning Styles in research involving computer-mediated learning and its association with the use of active learning methodologies in professional training provide evidence of a potential contribution to the learning process, justifying future research
The topic of learning styles began to be explored in the mid-20th century and has since become a vigorous field of research. This research brings with it the promise of an education that is better adapted to the individual characteristics of students, which is usually well received by education stakeholders, especially those who criticize the “so-called” traditional models. However, difficulties in overcoming gaps have created fertile ground for the development of criticisms that even suggest the end of this research. Based on this contradiction, formed by a field whose publications are growing almost permanently and criticisms that suggest its end, this research evaluates the dynamics of scientific production on learning styles; it summarizes its criticisms and listens to its researchers to find out what they think about the criticisms and the future of research, concluding with recommendations for conducting new research on styles. To this end, a sequential mixed methods strategy was used in three stages. In the first, a bibliometric study was carried out seeking to highlight the main characteristics of research in the field over 25 years (1997-2021); In the second part, a bibliographic review was carried out that summarized the main criticisms made of Learning Styles, while in the third part, from the perspective of style researchers, the perceived value of these studies, the recognition of criticisms, their main challenges, and their perspectives for the future of research were verified. Among the findings, it was found that scientific production on Learning Styles grew significantly over the 25 years (1997-2021) studied, focusing on research related to human-machine interaction and the training of professionals in health areas, such as medicine and nursing; that the most recurrent criticisms are directed at aspects such as the plurality of definitions, validity and reliability of scales, and ethical issues; that researchers in the field recognize the validity of the criticisms made of the styles while considering the idea of forming an international forum for discussion and overcoming gaps to be promising. The recent use of Learning Styles in research involving computer-mediated learning and its association with the use of active learning methodologies in professional training provide evidence of a potential contribution to the learning process, justifying future research