The persistence of matching teaching and learning styles: A review of the ubiquity of this neuromyth, predictors of its endorsement, and recommendations to end it
Educational neuroscience tries to bridge neuroscience and education. It tries to combat neuromyths: beliefs that appear grounded in neuroscientific research but that are not supported by empirical evidence. One such neuromyth claims that matching teaching style to students’ preferred learning styles...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-04-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2023.1147498/full |