“An additional reason to abandon learning styles” – teachers and pupils do not agree on the pupils’ preferred learning style

“Learning styles” – there can be few ideas that have created such a stark disconnect between the experts on the ground and the evidence published in scholarly journals. Endorsed by the overwhelming majority of teachers, yet dismissed by most psychologists and educational neuroscientists as a “neuromyth”.

Now, writing in Frontiers in Education, Marietta Papadatou-Pastou and her colleagues report that teachers and pupils do not agree on the pupils’ preferred learning modality – a significant blow for the learning styles concept since “teachers typically adopt learning styles within a classroom context by relying on their own assessment of students’ learning styles.” Continue reading →