<?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>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032016000300169</article-id>
<article-id pub-id-type="doi">10.15517/aie.v16i3.26089</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Enfoque transversal y longitudinal en el estudio de patrones de aprendizaje en alumnos universitarios de ingeniería]]></article-title>
<article-title xml:lang="en"><![CDATA[Cross and longitudinal approach in the study learning patterns of engineering university students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González]]></surname>
<given-names><![CDATA[Mariela Lourdes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Anglat]]></surname>
<given-names><![CDATA[Hilda Emilia Difabio de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Cuyo  ]]></institution>
<addr-line><![CDATA[ Mendoza]]></addr-line>
<country>AR</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Cuyo  ]]></institution>
<addr-line><![CDATA[ Mendoza]]></addr-line>
<country>AR</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>16</volume>
<numero>3</numero>
<fpage>169</fpage>
<lpage>189</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032016000300169&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032016000300169&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032016000300169&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:En el presente artículose analiza el modelo de Vermunt en el contexto argentino, a partir de muestras procedentes de dos facultades de Ingeniería con la finalidad de disponer de una base teórica y contextual que nos permita optimizar los procesos de enseñanza y aprendizaje en la universidad. Se implementan dos estudios uno transversal y el otro longitudinal-; en el primero, se comparan estudiantes de Ingeniería del tramo inicial -1º año- (N = 149) con el final -5º año- (N = 90); en el segundo, se confrontan los resultados en estudiantes de primer año de Ingeniería en Ciencias Agrarias: al comienzo (N = 110) y al final (N = 98). El instrumento utilizado fue el Inventory of Learning Styles, en la versión en español de 2009, que ´permite la conformación de cuatro patrones: el orientado al significado, el orientado a la aplicación, el reproductivo y el no orientado. En el primer estudio, se efectúa un análisis jerárquico de conglomerados para identificar los patrones de aprendizaje que se conforman, En el segundo, se analizan los cambios intraindividuales en las medias de las escalas del ILS. En ambos estudios se concluye que los resultados evidencian que los patrones que se conforman con claridad son el orientado al significado y a la reproducción.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:In the present article analyzes the model itself Vermunt in the Argentine context, one from samples from two faculties of Engineering with the aim of alienating a base of theoretical and contextual let us allow the teaching optimize and learning at the university. Two cross-one studies and other longitudinally are implemented; in the first, if you compare Engineering Students -1st initial segment ANOVA (N = 149) with the end of -5 ANOVA (N = 90); in the second, the results are compared in primer year students in Agricultural Engineering Sciences: the beginning (N = 110) and end (N = 98). The instrument used was the Learning Styles Inventory, in the spanish version 2009, which permit the formation of four patterns: the meaning oriented, application oriented, reproductive and undirected. In the first study a hierarchical cluster analysis to identify patterns of learning that takes place up. In the second, the intra-Individual changes are discussed in the middle of ILS scales. In both studies concluded, the results show that the patterns that make the child clearly oriented towards the meaning and reproduction.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
<kwd lng="es"><![CDATA[ingeniería]]></kwd>
<kwd lng="es"><![CDATA[estudio transversal]]></kwd>
<kwd lng="es"><![CDATA[estudio longitudinal]]></kwd>
<kwd lng="es"><![CDATA[patrones de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[modelo de vermunt]]></kwd>
<kwd lng="en"><![CDATA[university students]]></kwd>
<kwd lng="en"><![CDATA[engineering]]></kwd>
<kwd lng="en"><![CDATA[cross-sectional study]]></kwd>
<kwd lng="en"><![CDATA[longitudinal study]]></kwd>
<kwd lng="en"><![CDATA[patterns of learning]]></kwd>
<kwd lng="en"><![CDATA[vermunt's model]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</person-group>
<source><![CDATA[Testing and cognition]]></source>
<year>1991</year>
<page-range>5-16</page-range><publisher-loc><![CDATA[Englewood Cliffs, NJ ]]></publisher-loc>
<publisher-name><![CDATA[Prentice-Hall]]></publisher-name>
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<person-group person-group-type="author">
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<given-names><![CDATA[Barry J.]]></given-names>
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<article-title xml:lang=""><![CDATA[Attaining self-regulation: a social cognitive perspective.]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Boekaerts]]></surname>
<given-names><![CDATA[Monique]]></given-names>
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<name>
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<name>
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<source><![CDATA[Handbook ofSelf- Regulation]]></source>
<year>2000</year>
<page-range>13-38</page-range><publisher-loc><![CDATA[San Diego ]]></publisher-loc>
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</article>
