Application of the LASSI and ILS instrument in pharmacy students for characterization of teaching-learning
DOI:
https://doi.org/10.33448/rsd-v10i17.24126Keywords:
Pharmacy education; Teaching; Teaching method.Abstract
The concept of style in pedagogical language is often used to address the different types of behaviors that are united in a single stereotype, which somehow becomes useful for classification and behavioral analysis. Thus, the work aimed to characterize the styles and learning strategies among university students of the undergraduate course in Pharmacy. The work was carried out in two stages: First, the theoretical foundation on the teaching-learning process was carried out; Afterwards, the characterization of the learning strategies was carried out using the LASSI (Learning and Study Strategies Inventory) questionnaire and, for the characterization of the learning styles, the ILS instrument (Index of Learning Styles). The results presented did not demonstrate teaching-learning relationships during graduation time in relation to learning strategies. While, the most observed learning styles were the sensory/intuitive styles. In addition, there was a predominance among students of sensory, visual and sequential styles, with the less frequent style among students, the intuitive. In view of the data presented, one can observe the scarcity of studies that assessed learning styles or strategies among Brazilian university students. Therefore, further investigations are needed in the field of pharmacy to verify more details about factors and their relationships with the use of these learning styles and strategies in the academic growth of students.
References
Adamcik, B. A. (1996). Assessment of Pharmacy Students' Critical Thinking and Problem-Solving Abilities. The American Journal of Pharmaceutical Education, 60.
Barreto, I. D. P., Gomes, P. A., Furlaneto, I. P., & Barreto, B. (2019). Avaliação das estratégias de autoaprendizagem em alunos de um curso de medicina em Belém–Pará. Revista Brasileira de Educação Médica, 43, 36-46.
Bartalo, L., & Guimarães, S. É. R. (2008). Estratégias de estudo e aprendizagem de alunos universitários: um estudo exploratório. Informação & Informação, 13(2), 1-14.
Belhot, R. V. (1997). Reflexões e propostas sobre o “ensinar engenharia” para o século XXI. Escola de Engenharia de São Carlos, Universidade de São Paulo, São Carlos.
Belhot, R. V., Freitas, A. A., & Dornellas, D. V. (2005). Benefícios do conhecimento dos estilos de aprendizagem no ensino de engenharia de produção. In XXXIII Congresso Brasileiro de Educação em Engenharia, COBENGE, Campina Grande-PB.
Boruchovitch, E., Góes, N. M., Acee, T. W., & Felicori, C. M. (2020). Brazilian students’ learning and study strategies in teacher education programs. Educação: teoria e prática.
BRASIL. (2002) Ministério da Educação. Diretrizes Curriculares Nacionais para os Cursos de Graduação em Farmácia. CNE. Resolução CNE/CES 2/2002. Diário Oficial da União, Brasília, 4 de março de 2002. Seção 1, p. 9
BRASIL. (2017) Ministério da Educação. Diretrizes Curriculares Nacionais para os Cursos de Graduação em Farmácia. Resolução CNE/CES 6/2017. Diário Oficial da União, Brasília, 20 de outubro de 2017, Seção 1, p. 30.
Carroll, C. A., & Garavalia, L. S. (2002). Gender and racial differences in select determinants of student success. American Journal of Pharmaceutical Education, 66(4), 382-387.
Carroll, C. A., & Garavalia, L. S. (2004). Factors Contributing to the Academic Achievement of Pharmacy Students: Use of the Goal-Efficacy Framework. American Journal of Pharmaceutical Education, 68(4).
Childs-Kean, L., Edwards, M., & Smith, M. D. (2020). A Systematic Review of Learning Style Framework Use in Health Sciences Education. American Journal of Pharmaceutical Education.
Colthorpe, K., Ogiji, J., Ainscough, L., Zimbardi, K., & Anderson, S. (2017). Metacognitive assessment tasks provide insight into undergraduate pharmacy students‟ self-regulated learning behavior. American Journal of Pharmaceutical Education.
Czepula, A. I., Bottacin, W. E., Hipólito Jr, E., Baptista, D. R., Pontarolo, R., & Correr, C. J. (2016). Predominant learning styles among pharmacy students at the Federal University of Paraná, Brazil. Pharmacy Practice (Granada), 14(1), 0-0.
Felder, R. M. (1993). Reaching the second tier. Journal of college science teaching, 23(5), 286-290.
Felder, R. M., & Silverman, L. K. (1988). Learning and teaching styles in engineering education. Engineering education, 78(7), 674-681.
Felder, R. M., & Spurlin, J. (2005). Applications, reliability and validity of the index of learning styles. International journal of engineering education, 21(1), 103-112.
Figueiredo, R. S., Noronha, C. M. S., & de Oliveira Neto, O. J. (2008). Estilos de aprendizagem no ensino técnico agropecuário das escolas técnicas federais do Estado de Goiás. Revista brasileira de gestão e desenvolvimento regional, 4(2).
Garavalia, L. S., Scheuer, D. A., & Carroll, C. A. (2002). Comparative analysis of first-and third-year pharmacy students' perceptions of student-regulated learning strategies and motivation. American Journal of Pharmaceutical Education, 66(3), 219-222.
Garvey, M. L. (1983). An assessment of learning styles among pharmacy students.
Mainemelis, C., Boyatzis, R. E., & Kolb, D. A. (2002). Learning styles and adaptive flexibility: Testing experiential learning theory. Management learning, 33(1), 5-33.
McKeirnan, K. C., Colorafi, K., Kim, A. P., Stewart, A. S., Remsberg, C. M., Vu, M., & Bray, B. S. (2020). Student Study Behaviors associated with Academic Success in an Active Classroom Pharmacy Curriculum. American Journal of Pharmaceutical Education.
Nisly, S. A., Sebaaly, J., Fillius, A. G., Haltom, W. R., & Dinkins, M. M. (2020). Changes in Pharmacy Students’ Metacognition Through Self-Evaluation During Advanced Pharmacy Practice Experiences. American journal of pharmaceutical education, 84(1).
Pungente, M. D., Wasan, K. M., & Moffett, C. (2003). Using learning styles to evaluate first-year pharmacy students’ preferences toward different activities associated with the problem-based learning approach. American Journal of Pharmaceutical Education, 66, 119.
Rosário, J. D. A. D. (2006). Estilos de aprendizagem de alunos de engenharia Química e engenharia de alimentos da UFSC: o caso da disciplina de Análise e Simulação de Processos.
Soloman, B. A., & Felder, R. M. (2005). Index of learning styles questionnaire. NC State University. Available online at: http://www. engr. ncsu. edu/learningstyles/ilsweb. html (last visited on 14.05. 2010), 70.
Teevan, C. J., Li, M., & Schlesselman, L. S. (2011). Index of learning styles in a US school of pharmacy. Pharmacy Practice, 9(2), 82.
Yamamura, S., & Takehira, R. (2018). An Analysis of the Relationship between the Learning Process and Learning Motivation Profiles of Japanese Pharmacy Students Using Structural Equation Modeling. Pharmacy (Basel, Switzerland), 6(2), 35.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Patricia Becker; Aline de Jesus Santos; Fernando Henrique Oliveira de Almeida; Danilo Santos de Sousa; Alícia Natália dos Santos; Izabelly Vieira Santos; Wellington Barros da Silva; Francilene Amaral da Silva
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
