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Learning styles
Learning styles refer to a range of competing and contested theories that aim to account for differences in individuals' learning. These theories propose that all people can be classified according to their 'style' of learning, although the various theories present differing views on how the styles should be defined and categorised. Learning styles theories aim to describe systematic differences in individuals' natural or habitual pattern of acquiring and processing information in learning situations. A core concept is that individuals differ in how they learn. The idea of individualized learning styles originated in the 1970s, and has greatly influenced education. Proponents of the use of learning styles in education recommend that teachers assess the learning styles of their students and adapt their classroom methods to best fit each student's learning style. Although there is ample evidence that individuals express preferences for how they prefer to receive information, few studies have found any validity in using learning styles in education. Critics say there is no evidence that identifying an individual student's learning style produces better outcomes. There is evidence of empirical and pedagogical problems related to the use of learning tasks to "correspond to differences in a one-to-one fashion." Well-designed studies contradict the widespread "meshing hypothesis", that a student will learn best if taught in a method deemed appropriate for the student's learning style. ^ James, W.; Gardner, D. (1995). "Learning styles: Implications for distance learning". New Directions for Adult and Continuing Education 67.  ^ Cite error: The named reference pashler was invoked but never defined (see the help page). ^ Klein, P. (2003). "Rethinking the multiplicity of cognitive resources and curricular representations:Alternative to learning styles and multiple intelligences.". Journal of Curriculum Studies 35 (1).
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