COGNITIVE STRATEGIES AND LEARNING STYLES IN LATE ADOLESCENTS: A CORRELATIONAL NEUROEDUCATIONAL
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Abstract
Advances in neuroeducation promote pedagogical adaptation processes based on concrete experience in classroom settings. This research sought to establish the relationship between cognitive strategies and the learning style implemented by late adolescents from a neuro-education perspective. The non-experimental, cross-sectional, analytical, and correlational research adopted a quantitative approach and an empirical-analytical paradigm. The sample comprised 148 fifth-year secondary school students from the Rosa Agustina Donayre de Morey Educational Institution in Iquitos, Peru. Data collected using a structured questionnaire, administered on-site, based on seven dimensions. The results showed that adolescents act as active subjects during learning, a fact linked to continuous processes of reorganization of adaptive synaptic networks in response to cognitive demands and the development of skills for managing, recovering, and reconstructing prior knowledge. It is concluded that the consolidation of learning in adolescence is conditioned by distributive construction and that neural systems, social contexts, and external resources contribute to the construction of coherent representations of knowledge.
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