The book examines the history of learning styles, including their widespread acceptance and endorsement in educational settings. In addition, it explores both the support of and opposition to learning styles by academics. The book discusses cases for and against learning styles and offers a systematic review of empirical evidence. It describes consequences of promoting learning styles in the classroom and offers insights into future directions in research and practice.The book offers a critical examination that adds to the broader discussion of what is truthful and what is fake news in education.
Key areas of coverage include:
- History of learning styles.
- Widespread belief in and uses of learning styles.
- Review of recent learning styles coverage in academic journals.
- The case for learning styles.
- The case against learning styles.
- Consequences associated with using learning styles.
Learning Styles, Classroom Instruction, and Student Achievement is an essential resource for researchers, professors, and graduate students as well as teachers and educational professionals in such varied fields as clinical child and school psychology, educational psychology, social work, public health, teaching and teacher education, and educational practice and policy.
Author(s): Daniel H. Robinson, Veronica X. Yan, Joseph A. Kim
Series: Monographs in the Psychology of Education
Publisher: Springer
Year: 2022
Language: English
Pages: 82
City: Cham
Contents
Chapter 1: Introduction
Chapter 2: What are Learning Styles and How did They Get Started?
How did This Get Started?
Styles vs. Preferences
Does Higher Education Embrace Learning Styles?
Why is Teaching Learning Styles So Popular?
References
Chapter 3: The Widespread Belief in Learning Styles
Neuromyths in Education
The Belief in Learning Styles
Parents and Broader Society
Students
K-12 Teacher Trainees
Teachers
Researchers
Ministries
Conclusion to Section
References
Chapter 4: Mechanisms of Propagation and Factors Contributing to Beliefs in Neuromyths
Mechanisms of Propagation
Transmission Via Peer-Reviewed Journals
Media and Non-experts
Commercial Propagation
Academic Centers and University Libraries
Teacher’s Colleges
Psychology and Education Textbooks
Administration to Teachers
Teachers to Students
Conclusion
Factors Contributing to Beliefs in Neuromyths
Enthusiasm for Neuroscience Combined with Lack of Neuroscientific Knowledge
Inaccessible Peer-Reviewed Research
Barriers Between Researchers and Practitioners
Cognitive and Emotional Biases
Confirmation Bias
Bias Towards Scientific Explanations
Egalitarianism
Categorization
Conclusion
References
Chapter 5: Myth Busted or Zombie Concept? A Systematic Review of Articles Referencing “Learning Styles” from 2009 to 2019
The Structure and Purpose of Dissemination in the Field of Education
Theory Talk Continuum and Theory Support Continuum Scale
Study Purpose
Methods
Phase 1: Article Collection, Review, and Final Selection
Inclusion Criteria
Databases and Search Terms
Article Review
Phase 2: Journal and Article Characteristic Determination, Data Extraction
Journals, and Article Characteristics
Theory Talk Continuum
Theory Support Continuum Scale
Country of Origin
Education Subfield
Intended Distribution
SJR Score
Phase 3: Data Extraction and Audit
Data Extraction
Audit
Phase 4: Descriptive Analysis
Results
Articles by Year
Article Characteristics
Journal Characteristics
Discussion
Implications for Research
Implications for Dissemination
Limitations
Conclusion
References
Chapter 6: Consequences of Endorsing the Individual Learning Styles Myth: Helpful, Harmful, or Harmless?
Variability in Individual Learning Styles Beliefs
Does the Model of Learning Styles Matter?
Can Learning Styles Change?
Consequences for Beliefs About Learning Potential
Consequences for Metacognition
Promoting Dialogues and Self-Reflection
Hindering Accurate Metacognition
Consequences for Teaching and Learning Practices
A Distraction from Effective Practices or a Disguise for Effective Practices?
A Harmless Myth?
Conclusion
References
Index
