Constructivism and the diversity of learning styles: an approach to understanding learning Constructivismo y la diversidad de estilos de aprendizaje: una aproximación hacia la comprensión de aprender

Abstract

The aim of this study was to demonstrate that all learning styles are forms of constructivist learning. The approach is mixed with concurrent triangulation design. The method was inductive and observational. The data collection instruments used were an exercise resolution questionnaire and northern questions. The sample consisted of 36 tenth grade students of the Urdaneta Educational Unit. The learning styles model used to classify the way of learning of the study subjects is the Felder-Silverman model, which uses the following styles: sensory-intuitive, visual-verbal, active-reflexive and sequential-global. The results show that all learning styles have a first moment of reception and interaction with the information, where construction takes place, and a second moment of schema change or equilibrium. Therefore, the way of receiving and interacting with information can be classified, but they all have in common the construction phase as an individual and internal process that constitutes the main way of learning, which generally occurs through experience, reflection and interaction with information.