An integrative debate on learning styles and the learning process

Dantas, Lucimar; Cunha, Ana

doi:10.1016/j.ssaho.2020.100017

Cited by 61 publications

(55 citation statements)

References 20 publications

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“…Learning does not happen instantly. Understood as a purpose-oriented mental process, it requires conscious reflection (Dantas & Cunha, 2020). Here, the learning gains of the participants in the workshops were evaluated from a questionnaire after their experience in labs.…”

Section: Discussionmentioning

confidence: 99%

Boosting adults scientific literacy with experiential learning practices

Dopico

Ardura

Borrell

et al. 2021

RELA

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Working as an interdisciplinary team, from the departments of Education and Biology we organized a short experiential learning seminar followed by a hands-on workshop for the promotion of citizen scientific literacy. Participants were adult lifelong learners enrolled in University programs, and others were adults interested in scientific activities without a motivation towards continuous learning. Through a teaching dynamic based on learning science by doing science, they could make close contact with the research procedures in scientific laboratories and learn about the use of DNA to identify unknown fish species. The data collected about their learning gains in this science literacy experience showed that elder lifelong learners found the basic scientific concepts more difficult to understand than the non-lifelong learners, but were more motivated to engage in science education activities than the latter, which makes them a very interesting potential group to recruit for citizen science initiatives.

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Section: Discussionmentioning

confidence: 99%

Boosting adults scientific literacy with experiential learning practices

Dopico

Ardura

Borrell

et al. 2021

RELA

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“…Those learning to rate direct observations can experience a range of challenges, particularly if observed behaviors are brief or subtle. A supportive and encouraging team environment that accommodates varied learning styles is ideal, incorporating visual, written, group, and individual modes (Dantas and Cunha, 2020). Rigorous training and continued monitoring are critical, to ensure rating accuracy and to prevent rating drift.…”

Section: Discussionmentioning

confidence: 99%

Protocol for the Adaptation of a Direct Observational Measure of Parent-Child Interaction for Use With 7–8-Year-Old Children

et al. 2021

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ObjectiveParenting sensitivity and mutual parent-child attunement are key features of environments that support children’s learning and development. To-date, observational measures of these constructs have focused on children aged 2–6 years and are less relevant to the more sophisticated developmental skills of children aged 7–8 years, despite parenting being equally important at these ages. We undertook a rigorous process to adapt an existing observational measure for 7–8-year-old children and their parents. This paper aimed to: (i) describe a protocol for adapting an existing framework for rating parent-child interactions, (ii) determine variations in parents’ sensitive responding and parent-child mutual attunement (‘positive mutuality’) by family demographics, and (iii) evaluate the psychometric properties of the newly developed measure (i.e., inter-rater reliability, construct validity).MethodParent-child dyads completed one home visit, including a free-play observation and parent questionnaire. Dyads were provided with three toy sets: LEGO® Classic Box, Classic Jenga®, and animal cards. The Coding of Attachment-Related Parenting (CARP) was adapted for use with 7–8-year-old children, and rating procedures were streamlined for reliable use by non-clinician/student raters, producing the SCARP:7–8 Years. Trained staff rated video-recorded observations on 11 behaviors across two domains (five for parents’ sensitive responding, six for parent-child positive mutuality).ResultsData were available for 596 dyads. Consistently strong inter-rater agreement on the 11 observed behaviors was achieved across the 10-week rating period (average: 87.6%, range: 71.7% to 96.7%). Average ICCs were 0.77 for sensitive responding and 0.84 for positive mutuality. These domains were found to be related but distinct constructs (r = 0.49, p < 0.001). For both domains, average ratings were strongly associated with the main toy used during the observation (p < 0.001, highest: cards, lowest: LEGO®). Adjusted multivariate linear regression models (accounting for toy choice) revealed that less sensitive responding was associated with younger parent (p = 0.04), male parent (p = 0.03), non-English speaking background (p = 0.04), and greater neighborhood disadvantage (p = 0.02). Construct validity was demonstrated using six parent-reported psychosocial and parenting measures.ConclusionThe SCARP: 7–8 Years shows promise as a reliable and valid measure of parent-child interaction in the early school years. Toy selection for direct observation should be considered carefully in research and practice settings.

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“…Por ello, resulta importante conocer los estilos de aprendizaje en los estudiantes universitarios, conocer cómo comprenden y cómo aprenden, qué herramientas o estrategias aplican y sus resultados en el proceso de aprendizaje (Chambi et al, 2020). La educación es tan importante debido a que ayuda a la integración de los sujetos a su entorno social, posibilita el desarrollo de las habilidades cognitivas, afectivas y culturales (Almeida y Cunha, 2020).…”

Section: Introductionunclassified