Rethinking the multiplicity of cognitive resources and curricular representations:alternatives to 'learning styles'and 'multiple intelligences '
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| Title: | Rethinking the multiplicity of cognitive resources and curricular representations:alternatives to 'learning styles'and 'multiple intelligences ' |
|---|---|
| Authors: | Klein, Perry D. |
| Source: | Journal of Curriculum Studies. Jan2003, Vol. 35 Issue 1, p45. 37p. |
| Subject Terms: | *Educational psychology, *Psychology of learning |
| Abstract: | Many educational theorists in recent decades have argued for the plurality of forms of knowledge, both in the mind and in the curriculum. Two popular ways of conceptualizing this plurality have claimed that individual students either differ in their 'learning styles' or possess 'multiple intelligences'. Both theories have encountered numerous theoretical, empirical and pedagogical difficulties. The claim made by learning styles theorists that students fall into modality types, and that curricular topics can be adequately rendered into modality-specific representations, has been challenged. The claim made by multiple intelligences advocates that students' intelligences can be assessed has not been validated, and the instructional implications offered by proponents do not follow from the theory. It is contended that students' diverse cognitive resources interact with but do not correspond to the categories of curricular representations, and the curricular implications of that contention are outlined and discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Curriculum Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 9234371 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Rethinking the multiplicity of cognitive resources and curricular representations:alternatives to 'learning styles'and 'multiple intelligences ' – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Klein%2C+Perry+D%2E%22">Klein, Perry D.</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Curriculum+Studies%22">Journal of Curriculum Studies</searchLink>. Jan2003, Vol. 35 Issue 1, p45. 37p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Educational+psychology%22">Educational psychology</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+learning%22">Psychology of learning</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Many educational theorists in recent decades have argued for the plurality of forms of knowledge, both in the mind and in the curriculum. Two popular ways of conceptualizing this plurality have claimed that individual students either differ in their 'learning styles' or possess 'multiple intelligences'. Both theories have encountered numerous theoretical, empirical and pedagogical difficulties. The claim made by learning styles theorists that students fall into modality types, and that curricular topics can be adequately rendered into modality-specific representations, has been challenged. The claim made by multiple intelligences advocates that students' intelligences can be assessed has not been validated, and the instructional implications offered by proponents do not follow from the theory. It is contended that students' diverse cognitive resources interact with but do not correspond to the categories of curricular representations, and the curricular implications of that contention are outlined and discussed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Curriculum Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=9234371 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/00220270210141891 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 37 StartPage: 45 Subjects: – SubjectFull: Educational psychology Type: general – SubjectFull: Psychology of learning Type: general Titles: – TitleFull: Rethinking the multiplicity of cognitive resources and curricular representations:alternatives to 'learning styles'and 'multiple intelligences ' Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Klein, Perry D. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2003 Type: published Y: 2003 Identifiers: – Type: issn-print Value: 00220272 Numbering: – Type: volume Value: 35 – Type: issue Value: 1 Titles: – TitleFull: Journal of Curriculum Studies Type: main |
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