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ERIC Number: EJ770434
Record Type: Journal
Publication Date: 2003
Pages: 37
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0022-0272
Rethinking the Multiplicity of Cognitive Resources and Curricular Representations: Alternatives to "Learning Styles" and "Multiple Intelligences"
Klein, Perry D.
Journal of Curriculum Studies, v35 n1 p45-81 2003
Many educational theorists in recent decades have argued for the plurality of forms of knowledge, both in the mind and in the curriculum. Two popular ways of conceptualizing this plurality have claimed that individual students either differ in their "learning styles" or possess "multiple intelligences". Both theories have encountered numerous theoretical, empirical and pedagogical difficulties. The claim made by learning styles theorists that students fall into modality types, and that curricular topics can be adequately rendered into modality-specific representations, has been challenged. The claim made by multiple intelligences advocates that students' intelligences can be assessed has not been validated, and the instructional implications offered by proponents do not follow from the theory. It is contended that students' diverse cognitive resources interact with but do not correspond to the categories of curricular representations, and the curricular implications of that contention are outlined and discussed. (Contains 6 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Information Analyses; Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A