Visible learning in steel education in the metallurgical technical course

Abstract

The use of manipulative materials applied to the principle of mass conservation in the steel balances, by dismembering the molecules of the components of the ore, metals and slag was used in the quantification of learning related to learning styles. In this sense, a mixed research methodology was used, being mostly quantitative: verification of learning styles through the New Learning Styles Index (N-ILS), evidence on mass balance for the calculation of Effect Size, as established by the laboratory in Hattie's Visible Learning. Among the results obtained, the Effect Size calculated for the pedagogical practice stands out, which on average in the three classes was 0.63. Value higher than the 0.40 reference, considered as a satisfactory average intervention and compatible with the Effect Sizes values of similar methodologies. In the qualitative part of the research, semi-structured interviews were conducted where it was possible to understand that the students perceived their own learning. This study innovated when calculating the Effect Size combined with Learning Styles and contributes to the understanding of collaborative learning practices using manipulative material.