<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1794-8932</journal-id>
<journal-title><![CDATA[Sophia]]></journal-title>
<abbrev-journal-title><![CDATA[sophia]]></abbrev-journal-title>
<issn>1794-8932</issn>
<publisher>
<publisher-name><![CDATA[Universidad La Gran Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1794-89322018000100051</article-id>
<article-id pub-id-type="doi">10.18634/sophiaj.14v.1i.698</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Los modelos de aprendizaje de Kolb, Honey y Mumford: implicaciones para la educación en ciencias]]></article-title>
<article-title xml:lang="en"><![CDATA[The learning models of kolb, honey and mumford: implications for science education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Os modelos de aprendizagem de kolb, mel e mumford: implicações para a educação científica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez Cepeda]]></surname>
<given-names><![CDATA[Rodrigo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pedagógica Nacional Profesor Departamento de Química ]]></institution>
<addr-line><![CDATA[Bogotá D.C ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>14</volume>
<numero>1</numero>
<fpage>51</fpage>
<lpage>64</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1794-89322018000100051&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1794-89322018000100051&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1794-89322018000100051&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente documento muestra un análisis reflexivo alrededor de dos modelos de aprendizaje fundamentados en la premisa de que cada persona aprende diferente, esta temática ha sido ampliamente debatida y aún cuenta con un gran potencial para la investigación en educación, en este sentido, la reflexión se centra en los modelos propuestos por David Kolb, el cual está centrado en la concepción de que el aprendizaje es experiencial y Honey y Mumford, que asumen el aprendizaje en cuatro pasos completamente articulados. En ambos casos se propone una secuencia ideal para que el aprendizaje sea exitoso, igualmente definen unos estilos de aprendizaje como características inherentes a las personas. Con estos conceptos se plantea un análisis crítico a fin de identificar similitudes y diferencias entre los dos modelos y se proponen algunas implicaciones para la educación en ciencias, se espera motivar a los investigadores para que propongan nuevas iniciativas de trabajo en este campo del conocimiento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper shows a reflexive analysis about two models of learning founded on the premise that each person learns differently, this subject has been widely discussed and still has great potential for research in education, in this sense, the reflexion focuses on the models proposed by David Kolb, which focuses on the idea that learning is experiential and Honey and Mumford, who assume learning fully articulated in four steps. In both cases an ideal opportunity for learning to be successful sequence, also define a learning styles as people inherent characteristics is proposed. With these concepts critical to identify similarities and differences between the two models and some implications for science education proposed analysis arises, it is expected to encourage researchers to propose new initiatives working in this field of knowledge.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este documento mostra uma análise reflexiva em torno de dois modelos de aprendizagem baseados na premissa de que cada pessoa aprende de forma diferente, este tema tem sido amplamente discutido e ainda possui um grande potencial de pesquisa em educação, nesse sentido, a reflexão é centra-se nos modelos propostos por David Kolb, que se centra na concepção de que o aprendizado é experiencial e Honey e Mumford, que assumem a aprendizagem em quatro passos totalmente articulados. Em ambos os casos, uma seqüência ideal é proposta para que a aprendizagem seja bem sucedida, eles também definem estilos de aprendizagem como características inerentes das pessoas. Com esses conceitos é proposta uma análise crítica para identificar semelhanças e diferenças entre os dois modelos e algumas implicações para a educação científica são propostas, é esperado que motive os pesquisadores a propor novas iniciativas de trabalho neste campo do conhecimento.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de las ciencias]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de la química]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[learning science]]></kwd>
<kwd lng="en"><![CDATA[learning chemistry]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[ensino de ciências]]></kwd>
<kwd lng="pt"><![CDATA[ensino de química]]></kwd>
</kwd-group>
</article-meta>
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