2006/03/01 by Shirley Franklin · 1 citation
Social Sciences · Arts and Humanities · Psychology · #Educational Theory and Curriculum Studies #Global Educational Policies and Reforms #Second Language Learning and Teaching #Learning styles #Style (visual arts) #Phenomenon #Psychology #Experiential learning #Learning theory #Epistemology #Mathematics education #Pedagogy #Philosophy #Literature #Art
paper · doi:10.1080/03004270500507644
openalex publication_date 2006/03/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29
The notion of learning styles, and the multiple intelligence theory from which some of this derives, has come to be one of the dominant themes in the discourse on learning and teaching. This article argues that much of the language associated with this recent educational phenomenon is misleading for teachers. The author argues that instead of drawing attention to how children learn and the tools and processes of learning, learning style theories have led to pupils being labelled as being particular types of learners. The article argues for a more sustained debate on the notion of learning styles that will encourage teachers to interrogate underlying concepts more deeply.