Estilo de aprendizaje, materiales en múltiples modalidades

sensoriales, neurociencia, neuromito

Teaching according to the learning style: the neuromyth we

must uproot

Nadia Mercedes Mendieta Villalba

nmendieta@ups.edu.ec

Jorge Humberto Tapia Celi

jorge.tapiac@ug.edu.ec

Carlos Valle Navarro

carlos.vallen@ug.edu.ec

María Leonor Tobar Bohorquez

maria.tobarb@ug.edu.ec

Recibido: 1/12/2017, Aceptado: 1/02/2018

RESUMEN

La neurociencia ha cambiado radicalmente la comprensión de cómo aprende el

cerebro y los procesos de aprendizaje-enseñanza en el aula. Un nuevo enfoque es el

de un maestro que facilita el aprendizaje con materiales curriculares para múltiples

modalidades sensoriales, con el propósito de una interconexión integral de los

hemisferios cerebrales del estudiante. Sin embargo, todavía existe la creencia falsa

persistente o neuromito de que el estudiante aprende mejor si la información recibida

está de acuerdo con su estilo de aprendizaje. La presente investigación demostró que

el nuevo alcance de la neurociencia es correcto. A través de la experimentación, el

desempeño académico de dos grupos en el curso de 7º nivel de Estrategias de

Manufactura, para la carrera de Ingeniería Industrial para el período 48 en la

Universidad Politécnica Salesiana en Guayaquil. La prueba de Barsch se aplicó a los

estudiantes del primer grupo de 6701 estudiantes para clasificarlos de acuerdo con

sus preferencias de aprendizaje sensorial e identificar sus estilos preferidos menos

especiales para reforzarlos. No se hizo nada para el segundo grupo de 6760

estudiantes. Además, durante las clases se aplicaron materiales para múltiples

modalidades sensoriales y técnicas grupales de enseñanza-aprendizaje para ambos

grupos. Finalmente, se ha demostrado que no es necesario detectar la modalidad

sensorial que mejor se adapta al aprendizaje del alumno, lo más importante es que

el maestro recurra a los mejores materiales que puede diseñar, planificar o preparar

para impartir el curso y para reforzar el estilo de aprendizaje menos preferido por el

alumno.

Docente de la Universidad Politécnica Salesiana. Ecuador

Revista científica Ciencia y Tecnología Vol 18 No 18 págs. 67-80

http://cienciaytecnologia.uteg.edu.ec

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No. 18, 30 de abril de 2018

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Mendieta, Tapia, Valle, Tobar. Estilo de aprendizaje, materiales en

múltiples modalidades sensoriales, neurociencia, neuromismo

Palabras clave: Estilo de aprendizaje, materiales en múltiples modalidades

sensoriales, neurociencia, neuromito

ABSTRACT

Neuroscience has radically changed the understanding of how the brain learns and

the learning-teaching processes in the classroom. A new approach is that of a teacher

who facilitates the learning with curricular materials for multiple sensory modalities,

with the purpose an integral interconnection of the student’s brain hemispheres.

However, there still is the persisting false belief or neuromyth that the student learns

better if the information received is according to his learning style. The present

research proved that the new reach of neuroscience is right. Through

experimentation, the academic performance of two groups in the 7th-level course

Manufacture Strategies, for the career of Industrial Engineering for the period 48 at

the Polytechnic Salesian University in Guayaquil. The Barsch Test was applied to the

students of the first group of 6701 students to classify them according to their

sensory learning preference and to identify their least preferred styles in order to

reinforce them. Nothing was done for the second group of 6760 students.

Additionally, materials for multiple sensory modalities and teaching-learning group

techniques were applied for both groups during the classes. Finally, it has been

proven that it is not necessary to detect the sensory modality that best adapts to the

student’s learning, what is most important is that the teacher resorts to the best

materials he can design, plan or prepare to teach the course in question and to

reinforce the learning style least preferred by the student.

Keywords: Learning style, materials in multiple sensory modalities, neuroscience,

neuromyth

Introduction

At the start of the XXI century, big discoveries were made in the field of neuroscience,

in relation to how the brain learns, this causes the teachers to be aware of how they

can stimulate changes in the brains of their students, require the knowledge of

learning styles and types of intelligence of the students so as to allow the teachers

to implement strategies, adapt modern teaching techniques and structures that

activate the access doors, favor the knowledge intake and create a range of educative

experiences. However, for the employment of these new advances it is needed to

leave behind some predetermined ideas, the so called neuromyths of traditional

education. Among the most heavily rooted neuromyths in the Ecuadorian educative

praxis is the false belief that the students learn better when the information they

receive is consistent with their preferred learning style, whether this is visual,

auditory or kinesthetic, as it is thought that the students interpret the transmitted

information in a more efficient manner. However, the latest neuroscience research

shows the opposite, the students learn best when the teacher uses integrated sensory

modalities (Guillén & Ligioiz, 2015).

The physiology of the brain

The human brain has the shape of a nut and the size of a small grapefruit, its weight,

for adults, is of approximately 3 kilograms. It is found inside the skull and covered in

protective membranes. It is located at the top of the spinal column. It is constantly

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working, even during sleep. Even though it represents just a 2% of the whole-body

weight, it consumes a 20% of its calories (Sousa, 2014).

Brain Hemispheres

If we look at the human brain, we can see its structure is composed by two

hemispheres, the right and left. The left brain is more structured and the right one is

more artistic and emotional. A person with a predominance of the left one will tend to

select analytical professions such as engineering, accountant or mechanic. On the

other hand, a predominance of the right hemisphere is found on the poet, actors,

clowns, painters, among others (Casafont, 2012). In most of the population, the left

brain is more dominant because most people are right-handed in their motor function;

however, the brain has other functions besides its motor ones. Table 1 synthesizes

the so-called hemispheric dominance (Casafont, 2012) and figure 1 exposes the

functions of every part of the brain.

Table 1. Hemispheric Dominance

Source: Casafont (2012)

Fuente: Elaboración propia

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Mendieta, Tapia, Valle, Tobar. Estilo de aprendizaje, materiales en

múltiples modalidades sensoriales, neurociencia, neuromismo

Figure 1. Anatomy and Functional Areas of the Brain

Source:

(https://cdn2.hubspot.net/hubfs/3356070/Imported_Blog_Media/neuroanatomy_large1.jpg?

t=1515077656 273)

Learning modalities

The learning modalities are the sources of sensory information, that can be the ears

(auditory), eyes (visual-verbal and visual-iconic) or the hands (Kinesthetic) (Sousa,

2014).

Auditory learning: it originates when the information is listened, this is the case for

magistrate classes, movies, seminaries, reduced group work, debates or any

information heard by the individual (Sousa, 2014).

Some students with auditory preference do not take notes in class because they get

distracted and do not listen. They need to pay attention to what the teacher says,

but find themselves focused on the sounds. Sometimes, when there is silence, they

move their lips because, mentally, they elaborate sounds to capture the information,

learn in groups and benefit with the cooperative learning (Le Fever, 2003).

Verbal-visual learning: It is produced when the information is read. Among the

sources of this kind of learning are books, pamphlets, information written on the

blackboard, slideshows or any other source in which the person reads (Sousa, 2014).

When the students with visual preference listen to a class, suddenly, they look at the

empty space to get their minds to visualize what the teacher explains (Le Fever,

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2003).

Visual-iconic learning: It is obtained when the information is seen; however, words

do not have a relevant role in the presentation of information. This is the case of

graphics, tables, curves, pictures, representations, videos or any other source in

which the person sees the information presented under the aspect of a picture or

graphic (Sousa, 2014).

Kinesthetic learning: It is produced when the information is manipulated. Sources of

kinesthetic information comprise lab exercises, taking notes, performing a research or

any other event in which the individual is doing something with a material (Sousa,

2014). The student with a kinesthetic preference needs to move to learn, can’t be

seated or quiet when the activity assigned to them do not include the use of their

hands (Le Fever, 2003). It is worth noting that the human brain has the capacity to

change the learning style every day and even every hour, depending on the

circumstances of the student. It is common for teachers to prepare the class

considering that the students learn in a manner similar to that of themselves, but the

truth is that there is no single learning style that works for everyone. If we desire a

good learning and retention process, we require of the use of strengths of both brain

hemispheres and it is convenient that the students have tasks which include varied

elections in each learning style (Taylor & Lamoreaux, 2008). The Barsch Test is test

that allows to identify the learning style of the students (Guillen & Ligioiz, 2015). In

the aspect of engineering teaching, the Felder-Silverman model approaches three

approaches: “The aspects of the learning style that it is significant for the engineering

education, the styles of learning preferred by the students and the most favored

styles of teaching by the teachers and the strategies that will get to the students

whose learning styles are not approached by the teaching methods of normal

engineering”. Felder and Silverman define four dimensions of the learning style:

sensorial and intuitive students, visual and verbal students, active and reflexive

students, and sequential and global students (Felder & Silverman, 1988).

Multiple intelligence theory

Howard Gardner, doctor in social psychology by Harvard University, defines

intelligence as the ability to solve problems or create valuable products in one or

more cultures. Human beings are born with potentialities marked by genetics, but

these are to be developed one way or another depending on the environment,

experiences, education, etc. In 1983, Gardner revolutionized teaching thanks to his

book about multiple intelligences Frames of Mind (Gardner, 1983). Gardner proposes

that the human brain has eight different points where different intelligences could fit;

he called them multiple intelligences, and these are: linguistic or verbal intelligence,

arithmetic-logical, spatial, musical, corporal and kinesthetic, naturalist, intrapersonal

and interpersonal (Antunes, 2000). Larsen-Freeman describes it thus: “verbal

linguistic intelligence is the ability to use language in an effective manner. Arithmetic-

logical is the ability to think rationally. Spatial-visual intelligence is the ability to locate

oneself in the surroundings. Musical- rhythmical is the ability to recognize tone models

and rhythm sensibility. Kinetic-corporal is the ability to have one’s body

wellcoordinated and to be able to use

it to express oneself. Intrapersonal intelligence

is the ability to understand oneself and apply one’s own talent successfully.

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múltiples modalidades sensoriales, neurociencia, neuromismo

Interpersonal intelligence comprises the ability to work well with others and be able to

understand their moods and feelings. Naturalist intelligence is the ability to

“understand and organize patterns in nature” (Larsen-Freeman, 2000). In 1995

Goleman associated spiritual intelligence and existentialism under the name of

“emotional intelligence, which is the ability to comprehend emotions in oneself and

others” (Goleman, 1995).

In this context, the discovery of multiple intelligences presents itself as a viable and

effective alternative for the development of the abilities of human beings, not only

cognitive but also motor, emotional, etc. This is very necessary for the processing of

information and the finding of different abilities that a person can develop and

constitute different ways of perceiving reality, as well as the manifestation of several

learning styles that combine in an individual. One of the forms with which multiple

intelligences can be stimulated is with Kagan structures which are forms of

configuring the interaction of students in relation to any content. They are applied to

encourage personality, cooperation, high-level thinking and others. With the Kagan

structures the students learn to appreciate the singularity and contributions from

other students, that is why its use creates a general change of the social character

(Kagan, 2003).

How the brain learns better?

Multisensory processes. If information enters the brain through two or more

combined sensory modalities, along with emotion, then learning will occur more easily

and retention will be better. When working with a difficult topic the brain learns better

with an abundant sensory stimulation (Taylor & Lamoreaux 2008). Predictable

sequence. Five steps are required for an optimum learning: -Preparation, when the

brain is shown the way the process is going to develop, immediately creates a

conceptual map and prepares to form possible connections. -Acquisition, the brain

receives information directly through writings, analytical plans, determined readings

and, indirectly, with visual materials and multimedia. The students must be exposed

to different options of preferred learning styles (visual, auditory, kinesthetic). -

Elaboration, in this the amendment of errors and mistakes is undertaken. The brain

analyzes the topics through explicit methods (reading, listening, discussing, filling

work papers) and implicit methods (imitations, dramatization, life experience) (Taylor

& Lamoreaux, 2008).

Memory formation with a number of connections that allow the information to be

codified in the long-term memory so it can be remembered later on. -Finally, the

functional integration in which the neurons communicate and fire together enough

times to create connections with the purpose of allowing the information to be evoked

and applied in diverse situations. Emotions help make the learning long-term just as

consecutive revisions help recovering and retention (Taylor & Lamoreaux, 2008).

Flexible environment. As every brain is unique it is necessary that the learning

environment be flexible; for instance, variations in the arrangement of chairs in a

circle, in U-shape, etc. Some students prefer reclined positions or to remain standing.

Teachers must allow the choosing of positions in which the students can sit and plan

activities that encourage them stand, move and stretch frequently. Intrinsic

motivation. It is required to help the creativity of the student, to create a high self-

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esteem level and reflexive thinking (Taylor & Lamoreaux, 2008).

Scientific studies

Among the relevant tests to determine the incidence of learning styles in the

academic performance of the students, the following can be cited: The research of

Krätzig and Arbuthnott in 2006 in which they helped 65 college students. In this study

it was determined the correlation between the learning style preference and

performance in the memory tests, related to sensory modalities: visual, auditory and

kinesthetic (Krätzig & Arbuthnott, 2006). Experiments with a multisensory focus were

also performed by Massa and Mayer in 2006 with college students and adults with no

college education. The results did not back up the fact that the students had to

receive differentiated teachings in the multimedia environment (Massa & Mayer,

2006). In the year 2009 a research was carried out in the Education Faculty of the

Mayor National University of Saint Mark in Peru (Universidad Nacional Mayor de San

Marcos) in Peru, to 40 students of the fifth semester in the daytime turn. Through the

analysis of the correlation different relations between multiple intelligences, learning

styles and performance levels were found (Jiménez, Díaz, Villegas, & Sánchez, 2009).

In Spain an investigation was performed in the edition course 2010-2011 of the

Master’s of High-school Teacher’s Formation offered by the Education Faculty of the

University of Cantabria, its use and benefits of the activities in the high-school English

classrooms that take into account the learning styles of the students, based on the

Theory of Multiple Intelligences with the purpose of improving the learning of this

language (Gómez Castro & Sobremazas Martínez, 2011).

Description of the course of manufacture strategies and general purpose

The course of Manufacture Strategies is imparted in the career of Industrial

Engineering. “It is based in the strategies that can be materialized in a manufacturing

system to support and/or drive the competitive positioning of a company. Specifically,

it addresses strategies related to the development and design of products, processes

and quality”. (Salesian Polytechnic University. National Academic System (W)

Analytic Plan. Industrial Engineering, Unified Proposal, 2006). Its general purpose is

to “study a series of conceptual frameworks, approaches and techniques related to

the strategic interpretation of a manufacture system to support and/or conduct the

competitive positioning of a company” (Salesian Polytechnic University. National

Academic System (W) Analytic Plan. Industrial Engineering, Unified Proposal, 2006).

Methodology

The methodology was founded on a field research of the descriptive and explicative

type applied to the students of the course of Manufacture Strategies for groups 6701

and 6760 and is composed of four parts. In the first part, the students of group 6701

were evaluated and classified according to their score on the Barsch Test of Learning

Styles (see Table 2). Additionally, the most frequent learning style was identified in

Figure 3 and the style that had the best grades, Figure 4. In the second part, the

classes were given with the use of curricular materials in multiple sensory modalities,

such as graphic organizers (see Figure 2) of the references

(OrganizadoresGraficos.com) and (Sousa, 2014)). Additionally, work was performed

with teaching-learning group techniques of several types, chosen in relation to the

topic approached in the course units.

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Figure 2. Graphic Organizers

Source: Sousa (2014)

In the third part, a study of state of opinion was performed through an interview,

which investigated the opinion of the study population of 23 students from group

6701 in the course of Manufacture Strategies in relation to the employed

methodology to determine if the process was satisfactory and reached the results

desired by the students and to verify the achievement of the general objective of the

analytical plan of the course. Finally, the academic grades of group 6701 were

compared to those of group 6760 to evidence he efficiency of the use of materials in

different sensory modalities integrated for a better brain learning. Once the

information was collected, the data was processed and, with the help of computers,

the corresponding statistic graphics.

Results

Next in Table 2 is presented the results of the Barsch Test of Learning Styles

(Misionessim.org). Figure 3 shows the percentages of the course classified according

to their sensory learning preference. Figure 4 indicates the learning sensory

preference that had a better academic grade in group 6701.

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Table 2. Results of the Barsch Test of Learning Styles

Figure 3. Classification of students according to their preferred learning

style

Source: Nadia Mendieta

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Figure 4. Average of grades vs. Learning styles

Source: Nadia Mendieta

The average grades of the group 6701 were of 88.35, for the group 6760 the average

was of 86.87. Next are six questions that make up the base instrument for the

interview applied to the study population of 23 students from group 6701. As shown

in each of the graphics, the opinions of each student are also tabulated in relation to

the categories: totally, mostly, moderately, a little and nothing.

Question No. 1

Did you understand the conceptual frameworks for the course of Manufacture

Strategies related to the strategic interpretation of the manufacture system to support

and/or conduct the competitive positioning of the company?

Figure 5. Comprehension of conceptual frameworks

Source: Nadia Mendieta

Question No. 2

Did you understand the focus and technics related to the strategic interpretation of

the manufacture system to support and/or conduct the competitive positioning of the

company?

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Figure 6. Understanding focus and technics

Source: Nadia Mendieta

Question No. 3

Do you believe that the Barsch Test help to identify your preferred learning style

and the ones you have to reinforce?

Figure 7. Preferred learning style

Source: Nadia Mendieta

Question No. 4

Do you consider that the use of graphic organizers was a tool in the process of

teaching and learning that helped you understand the course of Manufacture

Strategies and reinforce your modality and visual learning?

Figure 8. Use of graphic organizers

Source: Nadia Mendieta

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Mendieta, Tapia, Valle, Tobar. Estilo de aprendizaje, materiales en

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Question No. 5

Do you consider that the use of teaching-learning group techniques (storm of ideas,

debates and forums) were a tool that helped you understand the course Manufacture

Strategies and to reinforce your modality of learning through audition?

Figure 9. Use of teaching-learning group techniques

Source: Nadia Mendieta

Question No. 6

Do you consider that the designation of psychomotor tasks (investigation, quality

diagrams and processes diagrams) during the course helped you understand better

the course of Manufacture Strategies and to reinforce your kinesthetic learning

modality?

Figure 10. Use of psychomotor tasks

Source: Nadia Mendieta

Discussion

Figure 3 shows how the 61% of the students of group 6701 have a tendency to visual

learning, so this comprises most of the students. Auditory and kinesthetic modalities

were the least frequent. The statistics indicated that the students are not inclined to

kinesthetic learning, which got a 0% of the students; this motivated the group with

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psychomotor works such as: research tasks, use of quality tools, diagrams, graphic

designs and calculations, in general, activities in which the students used their hands.

Additionally, work with graphic organizers was done to help the students with visual

preference, and, to incentivize them, they were made to lead as managers in

workshop groups. Auditory sensory preference got a 26% of the students, so during

the teaching-learning process, group techniques were employed such as storms of

ideas, debates, oral presentations and video-forums, to improve and reinforce said

learning style.

According to what is shown in Figure 4, it was determined that the student with a

learning preference that is visual- auditory-kinesthetic simultaneously, got the

highest average grade (92), the student in question stood out in different activities;

as she counts with three preferred sensory modalities made her learning process

more effective. Groups 6701 and 6760 obtained similar close average grades (6701

had 88.35 and 6760 had 86.87), which means that the u se of materials in multiple

sensory modalities favored the learning of the students in two courses.

Figure 5 indicates that the 87% of all students in the class completely understand

(an in great measure) the conceptual frameworks of the course. This is confirmed in

the results from Figure 6, in which is seen that the 82% of the students understood

the focus and techniques that were related to the strategic interpretation of the

manufacture system, which was achieved with the general objective of the course.

According to Figure 7, an 83% of the students consider that the Barsch Test helped

them totally and in great measure to identify their preferred learning style. In Figure

8 the 78% of the students believe that the use of graphic organizers reinforced the

visual modality of learning. In Figure 9 the 78% of the students considers that the

teaching-learning group techniques helped them comprehend the course and

reinforce their auditory modality and, in Figure 10, the 96% of the students think that

the psychomotor tasks reinforced their kinesthetic learning modality. As such, it is

recommended that the teacher observes continuity in the creation, planning and

disposition of materials in multiple sensory modalities with the purpose of achieving

the brain development of the students and to optimize the teaching and learning in

the course.

Conclusion

The use of materials in multiple sensory modalities favors in the students the brain

interconnection. The methodology employed was able to reinforce the learning styles

least-preferred by the students and helped in the understanding of the course and, as

such, to achieve the general objective of the course.

Considering that the best average grade in group 6701 was achieved by the student

who has visual-auditory-kinesthetic preferences simultaneously, it is concluded that

it is necessary to develop in the students the three types of learning styles, always

reinforcing the least-preferred style, which is feasible because the brain is plastic and

continuously modifies its structure in response to experiences, teaching-learning

methodologies, materials in multiple sensory modalities and appropriate training. The

teacher has a significant role in the brain development of his students which is why,

depending on the nature of the course, he must invent, plan and use materials in

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Mendieta, Tapia, Valle, Tobar. Estilo de aprendizaje, materiales en

múltiples modalidades sensoriales, neurociencia, neuromismo

multiple sensory modalities with the end of optimizing the teaching- learning of the

course to improve the skills of the student and the quality of education. In the field

of education, the false beliefs or neuromyths cannot be suppressed immediately.

However, the teachers can be aware of these changes and progressively replace

these opinions with new ideas based on the scientific knowledge of neuroscience.

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