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ERIC Number: EJ830842
Record Type: Journal
Publication Date: 2006-Mar
Pages: 7
Abstractor: As Provided
Reference Count: 22
ISBN: N/A
ISSN: ISSN-0300-4279
VAKing out Learning Styles--Why the Notion of "Learning Styles" Is Unhelpful to Teachers
Franklin, Shirley
Education 3-13, v34 n1 p81-87 Mar 2006
The notion of learning styles, and the multiple intelligence theory from which some of this derives, has come to be one of the dominant themes in the discourse on learning and teaching. This article argues that much of the language associated with this recent educational phenomenon is misleading for teachers. The author argues that instead of drawing attention to how children learn and the tools and processes of learning, learning style theories have led to pupils being labelled as being particular types of learners. The article argues for a more sustained debate on the notion of learning styles that will encourage teachers to interrogate underlying concepts more deeply. (Contains 1 note.)
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
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom