Learning Styles and Strategies: The Importance of the Tool Selection. Dr. Jesús Fernando Escanero, Dr. Marisol Soria, Dr. Manuel Guerra, Dr. Jackson Silva and Dr. Pascual Ángel Gargiulo. Chapter 17.

ESCANERO, J.F. ; SORIA, M. ; GUERRA, M. ; SILVA, J.; GARGIULO, P.A.

Psychiatry and Neurosciences. Bridging the Divide. Gargiulo, P.A. and Mesones, H.L. (Editors). Springer New York. 1st Edition.

Springer

Lugar: New York / Zurich.-; Año: 2015; p. 227 - 242

CHAPTER 17 ABSTRACTAbstract. This chapter analyzes the learning styles and strategies, while highlighting the diversity of tools and the different results obtained with each of them. With regard to styles, there are more than 70 different tools, but not all of them have a similar exploratory orientation. Some of those studied by us are the CHAEA (Spanish Acronym of the Questionnaire Honey and Alonso Learning Styles), of Alonso, Domingo and Honey, and the LSI (Learning Styles Inventory) of Felder and Silverman. CHAEA and ILS provide conflicting results regarding the active and reflective styles in studies of students in the same academic year. Therefore, a new tool is proposed to solve these problems and how to operate for improvement in those constructs that may have a poor score. Something similar happens with the learning strategies given the disparity existing in the name of the strategies and in the tools used for their exploration. We recommend use of a tool previously to analyze the metacognitive strategies and then another for the cognitive strategies, although it may also have information in these last ones regarding metacognitive and socioaffectives strategies. The value of the ESEAC scale is emphasized based on the act on behavior and not on the statements of the students. This represents a decisive contribution, although the difficulty of working with this tool without prior preparation is recognized. Keywords: Learning styles - Strategies - Metacognition - CHAEA - ILS - CESEA