Until recent years, the teaching/learning process was a common denominator for scholars in the field of formal education. Newer findings, however, have indicated that the order of factors in the process alters the product.
The above statement means that instead of the teaching/learning process, the center of interest should be the learner’s real ability to think, process, understand, and apply the information received. Such a concept does not ignore the importance of teaching that is planned, supported, and in accordance with students’ real needs and the characteristics of their setting.
This paper is based on the idea that to the degree classroom teachers in the undergraduate degree program of the sociology at education at UPN-Ajusco are familiar with the systems of representation their students prefer, they will be able to design their didactic planning as a function of students’ learning styles.
|Keywords:||Learning Styles, Teaching/Learning Process, Social Sciences, Sociology of Education|
Associate Professor “B”, fulltime, at Universidad Pedagógica Nacional Ajusco, Coordination of Eucational Sociology, Universidad Pedagógica Nacional Ajusco, México, D. F., Mexico
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