Learning styles and pedagogy in post-16 learning: a systematic and critical review
Learning styles and pedagogy in post-16 learning: a systematic and critical review
复制标题
16 岁后学习的学习方式和教学法：系统和批判性的回顾
DOI：
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发表时间：
2004
期刊：
影响因子：
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通讯作者：
F. Coffield
中科院分区：
文献类型：
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作者：
F. Coffield
学习风格工具被广泛使用，但人们对它们的可靠性和有效性以及它们对 16 岁以后学习的教育学的影响还知之甚少。本报告记录了学习和技能发展机构 (LSDA) 委托的一个项目的工作，该项目对 16 岁后学习风格的研究进行了广泛的回顾，评估了学习风格的主要模式，并讨论了学习风格对 16 岁后教学和学习的影响。解决了以下研究问题：哪些学习风格模式具有影响力和潜在影响力？有哪些经验证据可以支持这些模型的主张？这些模型对教学法有哪些广泛的影响？有哪些经验证据表明学习风格模式对学生的学习有影响？该项目确定了在研究和实践中可用的、有影响力或潜在影响力的模型范围，将这些模型置于可识别的学习风格思想“家族”中，评估这些模型的理论、主张和应用，特别注重评估作者主张的可靠性和有效性，评估所选学习风格模型的教学影响的主张，确定当前知识存在的差距以及该领域未来需要进行哪些研究，并就该研究领域作为一个研究领域提出建议并得出结论。整个。总之，提出了对教育学的影响，并为从业者、政策制定者和研究界提供了建议和结论。该报告的结论是，选择哪种模型至关重要。第二份报告（索引号为 TD/TNC 79.72）讨论了学习风格的吸引力，并概述了学习和技能领域的政治和制度背景如何影响学习风格的实践方式。
Learning style instruments are widely used but not enough is known about their reliability and validity and their impact on pedagogy in post-16 learning. This report documents work from a project commissioned by the Learning and Skills Development Agency (LSDA) to carry out an extensive review of research on post-16 learning styles, to evaluate the main models of learning styles, and to discuss the implications of learning styles for post-16 teaching and learning. The following research questions were addressed: What models of learning styles are influential and potentially influential? What empirical evidence is there to support the claims made for these models? What are the broad implications for pedagogy of these models? What empirical evidence is there that models of learning styles have an impact on students’ learning? The project identified the range of models that are available and influential or potentially influential in research and practice, located these models within identifiable ‘families’ of ideas about learning styles, evaluated the theories, claims and applications of these models, with a particular focus on evaluating the authors’ claims for reliability and validity, evaluated the claims made for the pedagogical implications of the selected models of learning styles, identified what gaps there are in current knowledge and what future research is needed in this area, and made recommendations and drew conclusions about the research field as a whole. In conclusion, the implications for pedagogy are drawn out and recommendations and conclusions are offered for practitioners, policymakers and the research community. The report concludes that it matters fundamentally which model is chosen. A second report (indexed at TD/TNC 79.72) discusses the appeal of learning styles as well as offering an overview of ways in which political and institutional contexts in the learning and skills sector affect the ways that learning styles might be put into practice.
影响因子：
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作者：
CLONINGER, CR;SVRAKIC, DM;PRZYBECK, TR
通讯作者：
PRZYBECK, TR