A persistent misconception

G. Neil Martin responds in an ongoing debate.

It is still disappointing and surprising to read at this stage in the decade that the belief that learning styles exist still itself exists, despite the evidence demonstrating that the concept has no validity – there is no satisfactory operational definition of a learning ‘style’ – and that the matching of learning according to any putative learning style does not lead to a better academic outcome (

 

BPS Members get instant access to this article

Already a member? Or Create an account

Not a member? Find out about becoming a member or subscriber