"As educators struggle to define effective 21st-century instruction, one practice that many have viewed as fundamental to teaching and learning has come under new fire: catering to different learning styles.
According to a new review of existing research, scientists have yet to show conclusively that students learn better when they are taught according to their preferred modality—and the study’s authors say it’s time to stop funding a technique that hasn’t been proven effective.
Commissioned by Psychological Science in the Public Interest, the main journal of the Association for Psychological Science, the study is called 'Learning Styles: Concepts and Evidence.' It was written by Harold Pashler, professor of psychology at the University of California, San Diego; Mark McDaniel, professor of psychology at Washington University in St. Louis; Doug Rohrer, professor of psychology at the University of South Florida; and Robert Bjork, distinguished professor and chair of psychology at the University of California, Los Angeles."
According to a new review of existing research, scientists have yet to show conclusively that students learn better when they are taught according to their preferred modality—and the study’s authors say it’s time to stop funding a technique that hasn’t been proven effective.
Commissioned by Psychological Science in the Public Interest, the main journal of the Association for Psychological Science, the study is called 'Learning Styles: Concepts and Evidence.' It was written by Harold Pashler, professor of psychology at the University of California, San Diego; Mark McDaniel, professor of psychology at Washington University in St. Louis; Doug Rohrer, professor of psychology at the University of South Florida; and Robert Bjork, distinguished professor and chair of psychology at the University of California, Los Angeles."