ERIC Number: EJ1065333
Record Type: Journal
Publication Date: 2015-Jul
Abstractor: As Provided
Reference Count: 30
The Scientific Status of Learning Styles Theories
Willingham, Daniel T.; Hughes, Elizabeth M.; Dobolyi, David G.
Teaching of Psychology, v42 n3 p266-271 Jul 2015
Theories of learning styles suggest that individuals think and learn best in different ways. These are not differences of ability but rather preferences for processing certain types of information or for processing information in certain types of way. If accurate, learning styles theories could have important implications for instruction because student achievement would be a product of the interaction of instruction and the student's style. There is reason to think that people view learning styles theories as broadly accurate, but, in fact, scientific support for these theories is lacking. We suggest that educators' time and energy are better spent on other theories that might aid instruction.
Descriptors: Cognitive Style, Learning Theories, Academic Achievement, Individual Differences, Teaching Methods, Evidence, Prediction, Educational Research, Class Activities, Educational Practices
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
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