A note about Learning Styles in young people's education:
Towards the end of the first decade of the 2000s a lobby seems to have grown
among certain educationalists and educational researchers, which I summarise
very briefly as follows: that in terms of substantial large-scale scientific
research into young people's education, 'Learning Styles' theories, models,
instruments, etc., remain largely unproven methodologies. Moreover Learning
Styles objectors and opponents assert that heavy relience upon Learning Styles
theory in developing and conducting young people's education, is of
questionable benefit, and may in some cases be counter-productive.
Despite this, (and this is my personal view, not the view of the
'anti-Learning Styles lobby'), many teachers and educators continue to find
value and benefit by using Learning Styles theory in one way or another, and as
often applies in such situations, there is likely to be usage which is
appropriate, and other usage which is not.