TY - JOUR
T1 - The Scientific Status of Learning Styles Theories
AU - Willingham, Daniel T.
AU - Hughes, Elizabeth M.
AU - Dobolyi, David G.
PY - 2015/7
Y1 - 2015/7
N2 - Theories of learning styles suggest that individuals think and learn best in different ways. These are not differences of ability but rather preferences for processing certain types of information or for processing information in certain types of way. If accurate, learning styles theories could have important implications for instruction because student achievement would be a product of the interaction of instruction and the student's style. There is reason to think that people view learning styles theories as broadly accurate, but, in fact, scientific support for these theories is lacking. We suggest that educators’ time and energy are better spent on other theories that might aid instruction.
AB - Theories of learning styles suggest that individuals think and learn best in different ways. These are not differences of ability but rather preferences for processing certain types of information or for processing information in certain types of way. If accurate, learning styles theories could have important implications for instruction because student achievement would be a product of the interaction of instruction and the student's style. There is reason to think that people view learning styles theories as broadly accurate, but, in fact, scientific support for these theories is lacking. We suggest that educators’ time and energy are better spent on other theories that might aid instruction.
UR - http://www.scopus.com/inward/record.url?scp=84931351052&partnerID=8YFLogxK
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U2 - 10.1177/0098628315589505
DO - 10.1177/0098628315589505
M3 - Article
AN - SCOPUS:84931351052
SN - 0098-6283
VL - 42
SP - 266
EP - 271
JO - Teaching of Psychology
JF - Teaching of Psychology
IS - 3
ER -