ERIC Number: ED262025
Record Type: RIE
Publication Date: 1984-Aug
Reference Count: 0
Match and Mismatch: A Teaching and Learning Problematic.
The purpose of this paper is to promote a problematic based upon the hypothesis of match and mismatch between teaching strategies and learning styles. Evidence is examined that supports the proposition that match and mismatch may be vital factors in evaluating teaching effectiveness. Classical experiments are extraneous to the debate because the traditional laboratory controls exercised over what may be common teaching variables tend to limit the applicability of research findings to normal classroom settings. Conversely, the extent of the variables observable in non-experimental research projects renders control something of an impossibility. It is argued, therefore, that the identification and categorization of learning styles may be of greater importance to curriculum designers and educational administrators rather than the establishment of learning factors observed in laboratory type "neutral" settings. (Author)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Conference on Thinking (Cambridge, MA, August 19-24, 1984).