The Scientific Status of Learning Styles Theories

Autor/inn/en	Willingham, Daniel T.; Hughes, Elizabeth M.; Dobolyi, David G.
Titel	The Scientific Status of Learning Styles Theories
Quelle	In: Teaching of Psychology, 42 (2015) 3, S.266-271 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628315589505
Schlagwörter	Cognitive Style; Learning Theories; Academic Achievement; Individual Differences; Teaching Methods; Evidence; Prediction; Educational Research; Class Activities; Educational Practices + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Learning theory; Lerntheorie; Schulleistung; Individueller Unterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Evidenz; Vorhersage; Bildungsforschung; Pädagogische Forschung; Bildungspraxis
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01