In the last issue, I articulated the argument that learning “styles” are not the most valuable way to understand learners. Yet, if learning “styles” do not sufficiently explain learning, how can we better conceptualize learning to inform our instruction?
Iowa Science Teachers Journal
© Copyright 2009 by the Iowa Academy of Science
"Learning Theories: Pillars of Teacher Decision-Making,"
Iowa Science Teachers Journal: Vol. 36
, Article 2.
Available at: https://scholarworks.uni.edu/istj/vol36/iss2/2