Ethiopia News November 11, 2021

Willingham, Hughes and Doboodi (2015) establish that learning styles connect to biological senses, which leads to auditory, visual and cinestical students. Hearing and visual students prefer and learn better to listen and observe / read respectively, while Kinesthetic students learn better when they get involved in practical activities (Willingham, Hughes and Dobolyi, 2015). Once the teacher observes the appropriate learning style for your student, you can proceed to involve the student with stimuli that resonates with her favorite learning style.

The concept of learning styles is broad and used by many teachers and education providers. However, Lilienfeld, Lynn, Ruscio and Beyerstein (2010, pp. 92-99) deburring this idea as myth, citing evidence of an extensive study of articles published in learning styles that show that only a few of them underwent a Peer Review. They also show that there is no clear concept of what learning styles are and there are no reliable and valid forms to evaluate students' learning styles. In addition, there is no evidence of the effectiveness of the coincidence of teaching styles with learning styles, since it is generally impossible to do so: teachers necessarily use multiple methods, since they are in need of multiple learning styles and any success not You can prove a single style of teaching (Lilienfeld et al., 2010).

In addition to the disputable position of learning styles, recent research has also shown that our old racial prejudices are unfounded. The human genome project has shown that, although there are certain differences between the five main races of humanity, the limits are blurred (Tishkoff and Kidd, 2004, pp. 25-26). However, as the current political climate has demonstrated, the race is still considered a divisive issue and tensions are often carried out throughout the subject (Chou, 2017, McCann, Anguostinos and Lecoutreur, 2004). It is a moving reminder of human nature and the persistence of ideas, such as biological determinism that this debate continues despite the opposite evidence.