Sun, Xin; Norton, Owen; Nancekivell, Shaylene E.
In: npj Science of Learning, Ausg. 8, Nr. 46, 2023, ISSN: 2056-7936.
Abstract | Links | BibTeX | Schlagwörter: A, Lerntypen, Mythen, neuromyth
@article{Sun2023,
title = {Beware the myth: learning styles affect parents’, children’s, and teachers’ thinking about children’s academic potential},
author = {Xin Sun and Owen Norton and Shaylene E. Nancekivell},
url = {https://doi.org/10.1038/s41539-023-00190-x},
doi = {10.1038/s41539-023-00190-x},
issn = {2056-7936},
year = {2023},
date = {2023-10-17},
journal = {npj Science of Learning},
number = {46},
issue = {8},
abstract = {Three experiments examine how providing learning style information (a student learns hands-on or visually) might influence thinking about that student’s academic potential. Samples were American and predominately white and middle-class. In Experiment 1, parents (N = 94) and children (N = 73, 6–12 years) judged students who learn visually as more intelligent than hands-on learners. Experiment 2 replicated this pattern with parents and teachers (N = 172). In Experiment 3 (pre-registered), parents and teachers (N = 200) predicted that visual learners are more skilled than hands-on learners at “core” school subjects (math/language/social sciences, except science), whereas, hands-on learners were skilled at non-core subjects (gym/music/art). Together, these studies show that learning style descriptions, resultant of a myth, impact thinking about children’s intellectual aptitudes.},
keywords = {A, Lerntypen, Mythen, neuromyth},
pubstate = {published},
tppubtype = {article}
}
Three experiments examine how providing learning style information (a student learns hands-on or visually) might influence thinking about that student’s academic potential. Samples were American and predominately white and middle-class. In Experiment 1, parents (N = 94) and children (N = 73, 6–12 years) judged students who learn visually as more intelligent than hands-on learners. Experiment 2 replicated this pattern with parents and teachers (N = 172). In Experiment 3 (pre-registered), parents and teachers (N = 200) predicted that visual learners are more skilled than hands-on learners at “core” school subjects (math/language/social sciences, except science), whereas, hands-on learners were skilled at non-core subjects (gym/music/art). Together, these studies show that learning style descriptions, resultant of a myth, impact thinking about children’s intellectual aptitudes.