Stop propagating the learning styles myth
Stop propagating the learning styles myth
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DOI：
10.1016/j.compedu.2016.12.006
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发表时间：
2017-03-01
影响因子：
12
通讯作者：
Kirschner, Paul A.
中科院分区：
文献类型：
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作者：
Kirschner, Paul A.
我们在很多方面都存在差异，因此我们也喜欢许多不同的东西，无论是音乐、食物还是学习。正因为如此，许多学生、家长、教师、管理人员甚至研究人员都认为，既然不同的人更喜欢视觉、听觉、动觉或任何其他人们能想到的方式来学习，那么我们也应该根据这些偏好来定制教学、学习环境和学习材料。有问题吗？答案是响亮的：是的！一般来说，学习风格的概念存在一些主要问题。首先，人们喜欢的学习方式与实际上导致有效和高效学习的方式之间存在很大差异。其次，对学习方式的偏好不是一种学习风格。大多数所谓的学习风格都是基于类型的，它们将人们分为不同的群体。然而，人们聚集成不同群体的假设很少得到客观研究的支持。最后，几乎所有报告学习风格证据的研究都未能满足科学有效性的所有关键标准。这篇文章向教师、管理者和研究人员提出了一个有证据的请求，要求他们停止传播学习风格的神话。(C)2016爱思唯尔有限公司版权所有
We all differ from each other in a multitude of ways, and as such we also prefer many different things whether it is music, food or learning. Because of this, many students, parents, teachers, administrators and even researchers feel that it is intuitively correct to say that since different people prefer to learn visually, auditively, kinesthetically or whatever other way one can think of, we should also tailor teaching, learning situations and learning materials to those preferences. Is this a problem? The answer is a resounding: Yes! Broadly speaking, there are a number of major problems with the notion of learning styles. First, there is quite a difference between the way that someone prefers to learn and that which actually leads to effective and efficient learning. Second, a preference for how one studies is not a learning style. Most so-called learning styles are based on types; they classify people into distinct groups. The assumption that people cluster into distinct groups, however, receives very little support from objective studies. Finally, nearly all studies that report evidence for learning styles fail to satisfy just about all of the key criteria for scientific validity. This article delivers an evidence-informed plea to teachers, administrators and researchers to stop propagating the learning styles myth. (C) 2016 Elsevier Ltd. All rights reserved.