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This 5 page paper delves into this controversial topic in education. Learning styles are defined and explored. Both sides of the controversy are provided and the paper concludes that no proof exists of a correlation between learning styles and learning. Bibliography lists 10 sources.
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5 pages (~225 words per page)
File: RT13_SA145ls.rtf
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Unformatted sample text from the term paper:
this controversial topic in education. Learning styles are defined and explored. Both sides of the controversy are provided and the paper concludes that no proof exists of a correlation between
learning styles and learning. Bibliography lists 10 sources. SA145ls.rtf Learning styles are just another gimmick to try to appease parents, and give teachers false hope that there
is another way to get Johnny to read. Based on only scant research, the latest idea in education is that each child learns differently and the schools create cookie cutter
children with its one-size fits all approach. With attention to different ways children learn, the idea sounds good, but it is simply based on flimsy support. A student writing on
this subject will first want to provide data on learning styles and then explore the reasons why the data is not sufficient to prove the concept is valid.
Dawna Markova (1992) expresses the point that children learn differently and her idea is that one can actually categorize children as learning differently through various
channels. For example, some children learn best through their visual channel, while others will learn best with auditory instruction and still others with a hands on approach (1992). Six categories
in all are actually differentiated (1992). Other theorists tend to create four groups. The four primary learning styles are auditory, kinesthetic, tactual and visual (Davis, 1999). Yet, other
researchers have other ways of looking at learning styles. Lowry (1989 as cited in Robinson, 1999) looks at styles related to attributes such as people-focused, nurturing and responsible, experimental and
spontaneous or analytic and information driven. Some theorists create an intricate web of styles. Dunn and Dunn (1992, 1993 as cited in Shaughnessy, 1998) describes learning style in respect to
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