LEARNING GENERATORS: RESEARCH ON CHILDHOOD LEARNING STYLES TO ACCELERATE SECOND LANGUAGE EDUCATION
DOI:
https://doi.org/10.24234/miopap.v6i1.323Keywords:
Childhood teaching, Learning styles, Second Language education, Text booksAbstract
Text books are tools that generate learning, and if we improved them taking into account the different learning styles, we would be creating a real Learning Generator for all the students, without any exception at all. It seems utopia, but it would be an attainable utopia if we prepared text books that could make them learn at their maximum capacities. Could we imagine a learning system where all students learned at their best? What degree of knowledge could those students end up reaching?
References
1. C. Alonso, D. Gallego, y P. Honey. Recursos e instrumentosPsicopedagógicos. Los estilos de aprendizaje. Procedimientos de diagnóstico y Mejora. España: Universidad de Deusto, EdicionesMensajero., 1997, ch 1
2. A. Bates. Technology, e-Learning and Distance Education London: Routledge, 2005, ch 3
3. L. Cuban. “Oversold and underused: Computers in the classroom.”. Harvard University Press, 2001, pp 11-23
4. A. R. Damasio, y H. Damasio. Cerebro y Lenguaje. FundamentosBiológicos II. Madrid: UNED, 1997,ch 4
5. R. Dunn,.y K. Dunn. La Enseñanza y el Estilo Individual de Aprendizaje. Madrid: Anaya, 1984, pp 34-41
6. H. Gardner. Multiple intelligences: the theory in practice. New York: Basic Books, 1993, ch 1-3
7. D. Kolb. Experiental learning: Experience as the source of Learning and Development. New Jersey: Prentice Hall, 1984, pp 41-45
8. N. Selwyn. Education and Technology: Key Issues and Debates. London: Continuum International Publishing Group.2011, pp 4-62
9. B. F. Skinner. Verbal behavior. Massachusetts: Copley, 1992, ch 3-4
10. R. Varela. Estrategias de enseñanzaaprendizaje de idiomasextranjeros. Madrid: UNED, 1998, ch 1-6
11. C. Vera. Las TIC aplicadas a la enseñanza de laslenguasextranjeras. Barcelona: Graó, 2002, ch 3-5
12 J. M. Vez. El aula de lenguasextranjeras: umbralpara unasociedad de laCultura. Barcelona: Graó, 2002, ch 4
2. A. Bates. Technology, e-Learning and Distance Education London: Routledge, 2005, ch 3
3. L. Cuban. “Oversold and underused: Computers in the classroom.”. Harvard University Press, 2001, pp 11-23
4. A. R. Damasio, y H. Damasio. Cerebro y Lenguaje. FundamentosBiológicos II. Madrid: UNED, 1997,ch 4
5. R. Dunn,.y K. Dunn. La Enseñanza y el Estilo Individual de Aprendizaje. Madrid: Anaya, 1984, pp 34-41
6. H. Gardner. Multiple intelligences: the theory in practice. New York: Basic Books, 1993, ch 1-3
7. D. Kolb. Experiental learning: Experience as the source of Learning and Development. New Jersey: Prentice Hall, 1984, pp 41-45
8. N. Selwyn. Education and Technology: Key Issues and Debates. London: Continuum International Publishing Group.2011, pp 4-62
9. B. F. Skinner. Verbal behavior. Massachusetts: Copley, 1992, ch 3-4
10. R. Varela. Estrategias de enseñanzaaprendizaje de idiomasextranjeros. Madrid: UNED, 1998, ch 1-6
11. C. Vera. Las TIC aplicadas a la enseñanza de laslenguasextranjeras. Barcelona: Graó, 2002, ch 3-5
12 J. M. Vez. El aula de lenguasextranjeras: umbralpara unasociedad de laCultura. Barcelona: Graó, 2002, ch 4
Downloads
Published
2018-02-20
How to Cite
ZANUY, E. (2018). LEARNING GENERATORS: RESEARCH ON CHILDHOOD LEARNING STYLES TO ACCELERATE SECOND LANGUAGE EDUCATION. Main Issues Of Pedagogy And Psychology, 6(1), 29-35. https://doi.org/10.24234/miopap.v6i1.323
Issue
Section
Articles
