Análisis de las herramientas de medición de los estilos de aprendizaje

  1. María Luz Diago Egaña 1
  2. María José Cuetos Revuelta 1
  3. Patricia González González 1
  1. 1 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

Revista:
Revista de educación

ISSN: 0034-8082

Año de publicación: 2018

Número: 381

Páginas: 95-132

Tipo: Artículo

DOI: 10.4438/1988-592X-RE-2017-381-382 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de educación

Objetivos de desarrollo sostenible

Resumen

La primera vez que aparece el constructo ¿Estilo de Aprendizaje¿ (Gibson, 1969), lo hace con un significado que denota el modo en que una persona prefiere que le presenten la información para llevar a cabo el aprendizaje. Esta definición ha ido evolucionando a lo largo de los años, al mismo tiempo que se desarrollaban numerosas herramientas para detectar cada una de sus dimensiones. En este estudio se pretende elaborar un listado actualizado de herramientas disponibles para la detección de los distintos estilos de aprendizaje; analizar sus características métricas, la relación entre ellos y ponderar los cuestionarios en función de su utilización. Para ello se realiza una búsqueda bibliográfica exhaustiva en distintos buscadores como Google académico, Web of Science (WOS), Dialnet Education Resources Information Center (ERIC), ScienceDirect y un análisis bibliométrico en el periodo comprendido entre el 21 de mayo de 2015 al 30 de abril de 2017. Mostramos un listado actualizado de las herramientas disponibles para detectar los estilos de aprendizaje, basándonos en los cuatro criterios mínimos postulados por Coffield, Moseley, Hall y Ecclestone (2004). Se analizan las características métricas de los cuestionarios recogidos por ellos juntamente con otros encontrados en nuestra investigación, considerando también si dichos cuestionarios están o no validados. Mientras que, el cuestionario CSI (Allison y Hayes, 1996) se presenta como el más robusto, si nos ceñimos a los cuestionarios que encajarían con la semántica original del término ¿Estilos de Aprendizaje¿ (Gibson, 1969) los que se revelan con más presencia en diferentes motores de búsqueda serían en VAK/VARK (Google Scholar en cualquier idioma), CHAEA (Google Scholar en español) e ILS (Felder y Soloman, 1997) (Web of Science y ScienceDirect). Se concluye que la ponderación porcentual de los cuestionarios basándonos en su aparición según diferentes buscadores, varía en función de la lengua de búsqueda y el buscador utilizado.

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Información de financiación

Este trabajo ha sido financiado por la Universidad Internacional de la Rioja (UNIR). Se enmarca dentro del proyecto de investigación titulado “Estilos de Aprendizaje aplicados a las Ciencias Experimentales” concedido por UNIR tras la convocatoria interna de proyectos de investigación de julio de 2016.

Financiadores

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Fuente de los datos: Dialnet