A Critique of the Research on Learning Styles.

Abstract

T he primary objective for the study and application of learn ing styles has been to improve the immediate and long-term results of general teaching-learning episodes (for example, Biggs 1988, Papalia 1978, Smith and Renzulli 1983). Spe cifically, the field claims to influence four aspects of teaching and learning in schools: ( I) curriculum design (Popkewitz et al. 1982, Wang 1980); (2) instructional methods (Corno and Snow 1986); (3) assessment methods; and (4) student guidance (Snow 1986). These claims for affecting the primary processes of schooling are indeed big. How good are they? Is this a new elephant we are blindly exam ining, or has the old beast just rear ranged itself?

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