A influência do estilo de aprendizagem no desempenho escolar e a percepção sobre interdisciplinaridade de discentes de uma escola pública profissionalizante
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Tipo
Artigo
Classficação
Nível teórico
Data
2021
Título do Períodico
Educação (UFSM)
ISSN
1984-6444
Página(s)/e-location
1-25
Idioma(s)
pt
Fonte
Fonte
Santa Maria, RS
46
68
jan./dez.
46
68
jan./dez.
Coleções
Resumo
O conhecimento do estilo de aprendizagem dos estudantes possibilita ajustar a metodologia adotada pelos docentes, considerando-se que a diversidade e a flexibilidade são aspectos a serem observados no processo ensino-aprendizado e na formação de cidadãos conscientes. Somado a isso, a interdisciplinaridade conecta disciplinas distintas despertando o interesse dos estudantes. O objetivo deste estudo foi avaliar a influência do estilo de aprendizagem no desempenho escolar e a contribuição da interdisciplinaridade no processo de ensino, conforme a percepção dos discentes. Foram aplicados dois instrumentos, sendo um questionário para determinação do estilo de aprendizagem dos discentes e de seus professores de Biologia e Física e outro, na escala de Likert, para avaliar a percepção sobre interdisciplinaridade após aplicação de uma sequência didática sobre biofísica da respiração. Foram avaliados 32 discentes de uma turma de 2a série de uma escola pública profissionalizante e os docentes das disciplinas de Biologia e Física. Foi observado que o estilo de aprendizagem geral da turma é, predominantemente, sensorial/visual/ativo e reflexivo/sequencial e coincide com o desses professores, corroborando para um bom desempenho escolar. Entretanto, no grupo de discentes que ficou em recuperação na primeira etapa do ano letivo, metade tem preferência pelo polo global, o que é discordante do estilo de aprendizagem de seus professores, que são sequenciais. Possivelmente, essa discordância teve algum impacto no aprendizado desses estudantes. Também foi verificado que, na percepção dos estudantes, as atividades interdisciplinares, especialmente práticas, facilitam a compreensão de um conteúdo. Esses achados permitem uma reflexão sobre como a prática cotidiana dos professores pode contribuir para o aprendizado.
The knowledge of the students' learning style makes it possible to adjust the methodology adopted by teachers considering that diversity and flexibility are aspects to be observed in the teaching-learning process and in the formation of conscious citizens. In addition, interdisciplinarity connects different disciplines, arousing the interest of students. The aim of this study was to evaluate the influence of the learning style on school performance and the contribution of interdisciplinarity in the teaching process, according to students' perception. Two instruments were applied, one questionnaire to determine the learning style of students and their Biology and Physics teachers and other, on the Likert scale, to assess the perception of interdisciplinarity after applying a didactic sequence on biophysics of breathing. 32 students from a 2nd grade class at a public professional school and Biology and Physics teachers were evaluated. It was observed that general learning style of the class is sensory/visual/active and reflective/sequential and coincides with that of these teachers, corroborating for a good school performance. However, in the group of students who were recovering in the first stage of the school year, half have a preference for the global pole, which is at variance with the learning style of their teachers, who are sequential. Possibly, this disagreement had some impact on the learning of these students. It was also found that, in the students' perception, interdisciplinary activities, practical in special, facilitate the understanding of a content. These findings allow a reflection on how the teachers' daily practice can contribute to learning.
The knowledge of the students' learning style makes it possible to adjust the methodology adopted by teachers considering that diversity and flexibility are aspects to be observed in the teaching-learning process and in the formation of conscious citizens. In addition, interdisciplinarity connects different disciplines, arousing the interest of students. The aim of this study was to evaluate the influence of the learning style on school performance and the contribution of interdisciplinarity in the teaching process, according to students' perception. Two instruments were applied, one questionnaire to determine the learning style of students and their Biology and Physics teachers and other, on the Likert scale, to assess the perception of interdisciplinarity after applying a didactic sequence on biophysics of breathing. 32 students from a 2nd grade class at a public professional school and Biology and Physics teachers were evaluated. It was observed that general learning style of the class is sensory/visual/active and reflective/sequential and coincides with that of these teachers, corroborating for a good school performance. However, in the group of students who were recovering in the first stage of the school year, half have a preference for the global pole, which is at variance with the learning style of their teachers, who are sequential. Possibly, this disagreement had some impact on the learning of these students. It was also found that, in the students' perception, interdisciplinary activities, practical in special, facilitate the understanding of a content. These findings allow a reflection on how the teachers' daily practice can contribute to learning.
Descrição
Palavras-chave
Estilo de aprendizagem, Interdisciplinaridade, Biofísica, Learning style, Interdisciplinarity, Biophysics
Citação
MATOS, Januária Fonseca; COURA-VITAL, Wendel; PINTO, Elisângela Silva. A influência do estilo de aprendizagem no desempenho escolar e a percepção sobre interdisciplinaridade de discentes de uma escola pública profissionalizante. Educação (UFSM), Santa Maria, RS, v. 46, n. 68, p. 1-25, jan/dez. 2021. https://doi.org/10.5902/1984644443675. Disponível em: https://periodicos.ufsm.br/reveducacao/article/view/43675. Acesso em: 2022-07-20