Analysis of Learning Styles of Students Enrolled in a Technical Course in Electromechanics with the Application of the Inventory of Kolb

Abstract

The present paper has as its main goal to identify the learning styles of students enrolled in technical high school concomitant to an electromechanical course, according to the precepts of David Kolb’s Experiential Learning Theory. This study is part of doctoral research that aims to investigate how different technological resources can be combined in an Experiential Learning Cycle and verify their benefits for teaching Physics. The results obtained made it possible for students to perform metacognition, and for teachers to understand how knowledge is appropriated by their students. The results will serve as a starting point for the elaboration of pedagogical strategies considering the Theory of Experiential Learning. The results also showed heterogeneity among the students since the four learning styles were identified among the 71 students surveyed (assimilating, converging, accommodating, and diverging). However, the Assimilating style stood out among students, representing 35.2%, which corroborates with Kolb’s studies, which demonstrate that individuals who choose courses involving the areas of Physical Sciences and Mathematics present predominantly this learning style.