Estilos de aprendizaje en la práctica pedagógica del subnivel de básica media de la Escuela de Educación Básica Sósena Barrezueta de Zamora.

Abstract

"The present research work of quantitative type, is framed in the modality of an integrative project, which focuses on the study and collection of information to contextualize the CHAEA questionnaire and diagnose the prevalence of a particular learning style in students of Middle Basic (fifth, sixth and seventh) of the School of Basic Education Sósena Barrezueta de Zamora to provide didactic strategies focused on the particularities of learning of the student. The main method of the research is the synthetic analytical method and the auxiliary methods are descriptive, comparative, bibliographic and statistical, which were significant at the time of obtaining valuable information about the object of study, and also contributed to the construction of background, and were also key in obtaining information through the application of instruments for critical analysis. With regard to the sample, all the students of the intermediate basic education sublevel (Fifth, Sixth and Seventh year of basic general education) were selected, because it did not represent an exorbitant amount, in addition to three teachers, one for each grade or course mentioned above. As for the instruments, the main one is the questionnaire for the survey directed to the learning subjects, which consists of four dimensions, one for each learning style with six items each, with a Likert-type scale (always, sometimes and never), focused on diagnosing the learning styles, in addition to another questionnaire for the interview aimed at obtaining vital information to show whether the teaching staff of the courses mentioned above execute the classroom activities from the learning styles. In the analysis of the results obtained both in the survey for the students and in the interview questionnaire for the three teachers of each basic year, inconsistencies are evidenced, due to the fact that the teacher manifests questions that do not agree with the answers of the students, so it is evident the lack of knowledge on the part of the teaching group regarding methods to cover the learning particularities of the student, in addition each basic year highlights a cognitive style that is far from the methodology used by the educator in charge. Based on the above, the integrative proposal is proposed with the objective of providing the teacher with matrices of didactic strategies based on multiple intelligences, as a response to the learning styles of the student group, to ensure that the student assimilates the contents in a better way within an integral framework and focused on the cognitive particularities in order to achieve effective classroom processes as well as to reach the educational objectives. The aforementioned proposal is based on the technical, economic, social and environmental dimensions in order to demonstrate its relevance and validity in the educational community, while ratifying it is effectiveness in both the teacher and the learner, while allowing the classroom processes to be dynamic without neglecting the educational objectives, achieving an education focused on the pace and way of learning of the learner and making the educational processes effective."