Análisis de las herramientas de medición de los estilos de aprendizaje

• María Luz Diago Egaña ^[1] ; María José Cuetos Revuelta ^[1] ; Patricia González González ^[1]
  1. [1] Universidad Internacional de La Rioja

     Universidad Internacional de La Rioja

     Logroño, España

     
• Localización: Revista de educación, ISSN 0034-8082, Nº 381, 2018, págs. 95-132
• Idioma: español
• DOI: 10.4438/1988-592X-RE-2017-381-382
• Títulos paralelos:
  • Analysis of the Learning Styles measurement tools
• Enlaces
  • Texto completo
• Dialnet Métricas: 7 Citas
• Resumen
  • español

    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.

  • English

    The first time the ¿Learning Style¿ construct (Gibson, 1969) appears, it does so with a meaning that denotes how a person prefers to be presented with the information to carry out the learning. This definition has evolved over the years, while numerous tools were developed to detect each of its dimensions. This study aims to develop an updated list of tools available for the detection of different learning styles; analyzing its metric characteristics and to weigh the questionnaires according to their use, as well as to analyze the relationship between the measurement tools of the learning styles. A comprehensive bibliographic search is carried out by using different internet searching engines such as Google Scholar, Web of Science (WOS), Dialnet, Education Resources Information Center (ERIC), ScienceDirect and a bibliometric analysis performed in the period from May 21, 2015 to April 30, 2017. We present an updated list of the tools available to detect learning styles, based on the four minimum criteria postulated by Coffield, Moseley, Hall y Ecclestone (2004). We analyze the metric characteristics of the questionnaires collected by them, together with others found in our research, also considering whether or not these questionnaires are validated. While the CSI questionnaire (Allison and Hayes, 1996) is presented as the most robust, if we stick to questionnaires that would fit with the original semantics of the term ¿Learning Styles¿ (Gibson, 1969), inventories VAK/VARK (Google Scholar in any language), CHAEA (Google Scholar in Spanish) and ILS (Felder y Soloman, 1997) (Web of Science and ScienceDirect) would be the most widely used. It is concluded that the percentage weight of the questionnaires, based on their presence in literature, varies according to the search language and the search engine used.

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