Teaching according to the learning style: the neuromyth we must uproot

Abstract:

Neuroscience has radically changed the understanding of how the brain learns and the learning-teaching processes in the classroom. A new approach is that of a teacher who facilitates the learning with curricular materials for multiple sensory modalities, with the purpose an integral interconnection of the students brain hemispheres. However, there still is the persisting false belief or neuromyth that the student learns better if the information received is according to his learning style. The present research proved that the new reach of neuroscience is right. Through experimentation, the academic performance of two groups in the 7th-level course Manufacture Strategies, for the career of Industrial Engineering for the period 48 at the Polytechnic Salesian University (Universidad Politecnica Salesiana) in Guayaquil. The Barsch Test was applied to the students of the first group of 6701 students to classify them according to their sensory learning preference and to identify their least I CIMES 2018 Miami Florida number especial preferred styles in order to reinforce them. Nothing was done for the second group of 6760 students. Additionally, materials for multiple sensory modalities and teaching-learning group techniques were applied for both groups during the classes. Finally, it has been proven that it is not necessary to detect the sensory modality that best adapts to the students learning, what is most important is that the teacher resorts to the best materials he can design, plan or prepare to teach the course in question and to reinforce the learning style least preferred by the student.

Año de publicación:

2018

Keywords:

Fuente:

google