https://doi.org/10.59132/viz/2024/3/46-48
Izvleček
V prispevku problematiziram koncept učnih stilov in iz njega izpeljano delitev učnih slogov na vidnega, slušnega/avditivnega in kinestetičnega (t. i. VAK model). Ta delitev je v pedagoški praksi precej razširjena – učitelji s konceptom učnih slogov pogosto utemeljujejo svoje pedagoške pristope, še zlasti individualizacijo in diferenciacijo pri poučevanju. Vendar pa raziskave ne potrjujejo niti veljavnosti delitve učencev glede na različne učne sloge niti hipoteze, da prilagajanje poučevanja učnemu slogu učencev izboljša njihovo učenje. Zaključujem, da je teza o učnih slogih napačna in potencialno škodljiva, saj usmerja prizadevanja učiteljev v vidike, ki niso učinkoviti, obenem pa vodi v neutemeljene delitve in označevanja učencev.
Abstract
Debunking Myth of Learning Styles
The paper challenges the concept of learning styles and the resulting categorisation of learning styles into visual, auditory/auditory and kinesthetic (the so-called VAK model). This distinction is widespread in the educational setting as teachers often use the concept to justify their pedagogical approaches, particularly individualisation and differentiation. The research, however, refutes the validity of assigning students different learning styles and the hypothesis that adapting teaching to students‘ learning styles enhances learning outcomes. The author concludes that the learning styles thesis is flawed and potentially harmful, as it focuses teachers‘ efforts on ineffective aspects while leading to unjustified subdivisions and labelling of students.