L-Style: uma ferramenta para identificação de estilos de aprendizagem
The school and training environment is full of students with different learning styles. This reality means that teachers are increasingly prepared to better serve their students, so that all styles are covered in the most diverse ways of teaching. Therefore, multiple...
| Autor principal: | Rocha, Roberto |
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| Formato: | Trabalho de Conclusão de Curso (Graduação) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2022
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/27588 |
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| Resumo: |
The school and training environment is full of students with different learning styles. This reality means that teachers are increasingly prepared to better serve their students, so that all styles are covered in the most diverse ways of teaching. Therefore, multiple methodologies must be applied by teachers, aiming at providing and building meaningful knowledge to students, in order to minimize negative effects such as school dropout and educational discontent. In this aspect, the general objective of this project is to develop a Web application to obtain an identification of the learning styles present in students based on David Kolb's model. Furthermore, use the LSI-II instrument as a tool, that is, the Learning Style Inventory. Therefore, with the development of the project it is possible to obtain automation to minimize recurring problems in education, in order to achieve expressive and satisfactory learning on the part of students. In the implementation, a bibliographic survey was carried out based on the literature available to access and after analyzing the existing models of Learning Styles, five were chosen, listing David Kolb's model as the most advantageous. However, after selecting the model, a Web application was designed to automate the Kolb test. From this, the result was considered satisfactory, since it provided an ability to analyze and diagnose learning styles by its evaluators and educators, contributing positively with this technological resource through an advanced pedagogical methodology for public access |
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