The Myth of Learning Styles

Riener, Cedar; Willingham, Daniel T.

doi:10.1080/00091383.2010.503139

Cited by 207 publications

(161 citation statements)

References 2 publications

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“…There is considerable controversy in the literature regarding the importance of these types of difference in learning. Some researchers argue that rigorously conducted research has struggled to demonstrate that matching instruction with learning style has a significant effect on learning [31,32]. Others argue that if cognitive styles are measured appropriately, matching instructional materials to the learner's cognitive style can improve learning outcomes in certain circumstances [33,34].…”

Section: Attitude Toward Images and Learning Outcomesmentioning

confidence: 99%

Learner differences and learning outcomes in an introductory biochemistry class: Attitude toward images, visual cognitive skills, and learning approach

Milner

2013

Biochem Molecular Bio Educ

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The practice of using images in teaching is widespread, and in science education images are used so extensively that some have argued they are now the ''main vehicle of communication'' (C. Ferreira, A. Arroio Problems Educ. 21st Century 2009, 16, 48-53). Although this phenomenon is especially notable in the field of biochemistry, we know little about the role and importance of images in communicating concepts to students in the classroom. This study reports the development of a scale to assess students' attitude toward biochemical images, particularly their willingness and ability to use the images to support their learning. In addition, because it is argued that images are central in the communication of biochemical concepts, we investigated three ''learner differences'' which might impact learning outcomes in this kind of classroom environment: attitude toward images, visual cognitive skills, and learning approach.Overall, the students reported a positive attitude toward the images, the majority agreeing that they liked images and considered them useful. However, the participants also reported that verbal explanations were more important than images in helping them to understand the concepts. In keeping with this we found that there was no relationship between learning outcomes and the students' self-reported attitude toward images or visual cognitive skills. In contrast, learning outcomes were significantly correlated with the students' self-reported approach to learning. These findings suggest that images are not necessarily the main vehicle of communication in a biochemistry classroom and that verbal explanations and encouragement of a deep learning approach are important considerations in improving our pedagogical approach. V C 2013 by The International Union of Biochemistry and Molecular Biology, 42(4): 285-298, 2014.

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Section: Attitude Toward Images and Learning Outcomesmentioning

confidence: 99%

Learner differences and learning outcomes in an introductory biochemistry class: Attitude toward images, visual cognitive skills, and learning approach

Milner

2013

Biochem Molecular Bio Educ

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“…12 That is not to say that people do not have different learning preferences or interests; that learning disabilities are not real; or that some people may not be better than others at remembering certain types of information. 13 Those statements are all certainly accurate; however, cognitive psychology has found that almost all human brains share important similarities in terms of how they absorb and process information. For education practitioners, this means that there are certain pedagogical strategies that can improve the likelihood of learning for most students.…”

Section: What Are the Goals Of An Information Literacy Educator?mentioning

confidence: 99%

How Do Our Students Learn? An Outline of a Cognitive Psychological Model for Information Literacy Instruction

Cook¹,

Klipfel²

2015

RUSQ

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“…Strong proponents against learning styles cite the studies done by Coffield et al [29] and Pashler et al [32] as evidence that the concept of learning styles should be abandoned, even though the two studies concluded that more research and evidence is needed. Scott (2010) went as far as to say that classifying students in learning style categories are labeling, stereotyping, and harmful teaching practices [38][39][40][41]. Despite the questioning of the application of learning style research and assessment tools in the classroom, learning style assessment is still widely utilized in classroom settings in many different types of courses.…”

Section: Review Of Literaturementioning

confidence: 99%

A Comparison of Construction Management and Engineering Student Learning Styles

Holt

Shaurette

Chasek

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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This paper presents the findings of a study analyzing the learning styles of undergraduate construction management (CM) students in bachelor degree programs in the U.S. and compares them to engineering student learning styles. The study utilized the Felder-Silverman model and the Index of Learning Styles (ILS) as a survey instrument. The population of the students surveyed was 1,069 CM students from 36 university CM programs across the Associated Schools of Construction regions. Past studies with engineering students were utilized for the engineering student data. The results were analyzed and comparisons were made of both the CM students and other similar studies done with engineering students. It was found that CM students were visual, active, sensing, and sequential learners. They are also significantly higher in all the learning style dimensions than engineering students.

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The Myth of Learning Styles

Cited by 207 publications

References 2 publications

Learner differences and learning outcomes in an introductory biochemistry class: Attitude toward images, visual cognitive skills, and learning approach

Learner differences and learning outcomes in an introductory biochemistry class: Attitude toward images, visual cognitive skills, and learning approach

How Do Our Students Learn? An Outline of a Cognitive Psychological Model for Information Literacy Instruction

A Comparison of Construction Management and Engineering Student Learning Styles

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