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Because children are observed doing their homework, instant messaging, surfing the web, and so forth, in a way that seems as if they are doing all of this simultaneously, the observer often assumes (a) that these children are actually multitasking, and (b) that they are doing this without any loss of efficiency or effectiveness.

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Troughout the curriculum, and particularly in subject-related sections, the term

phenomena is often employed to indicate things as they appear in our surroundings or experiences that are observable and can be explored. The specific term seems

to penetrate the content of the new curriculum, making clear a pedagogical direction toward learning through and about real-world topics that have a practical impact for

students and help them develop competences essential to their lives.

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Another, very understandable, part of the appeal of the learning-styles idea may reflect the fact that people are con- cerned that they, and their children, be seen and treated by educators as unique individuals. It is also natural and appealing to think that all people have the potential to learn effectively and easily if only instruction is tailored to their individual learning styles.

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Some advocates of the learning styles approach argue that the reason for the lack of evidence to date is that students do so much of their learning outside of class. According to this view, psychologists have failed to find evidence for learning styles because they’ve focused too narrowly on whether it is beneficial to have congruence between teaching style and preferred learning style. Instead, they say psychologists should look for the beneficial effects of students studying outside of class in a manner that is consistent with their learning style.

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It is an urban legend to parents that children can multitask by doing their homework, chatting and watching Youtube videos without losing their concentration.  

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It is an urban legend to parents that children can multitask by doing their homework, chatting and watching Youtube videos without losing their concentration.  

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- puolestapuhujat eivät pysty tutkimaan opiskelutyylejä, koska suuri määrä opiskelua tapahtuu koulun ulkopuolella
- tämä näkemyksen mukaan psykologit ovat epäonnistuneet löytämään näyttöä, koska he keskittyvät liian suppeasti oppismistyylin ja opetustyylin yhteyden hyödyllisyyteen, vaikka tutkia tulisi myös oikeanlaisen oppimistyylin hyödyntämistä kotona opiskellessa

1. psykologit eivät ole löytäneet todisteita
2. puolestapuhujien mielestä tämä johtuu väärästä näkökulmasta tutkimuksiin
3. heidän mielestään tulisi tutkia myös koulun ulkopuolista oppimista
4. oppimistyylien ja opetustyylien yhteyksien sijaan tulisi keskittyä kotona tapahtuvan oppimisen muotoon

Paraphrasing:
Psychologists are yet to find proof for individual learning styles. Learning style advocates claim that the reason for this is the psychologists' limited views in studies - they have focused too much on the correlation of learning and teaching styles. According to the advocates psychologists should look more into the use of learning styles outside of school.

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-       parents want that their children are treated as unique individuals

-       it is appealing to think that if you find the right learning style for you it is possible to learn more easily and effectively

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·       The term phenomena in curriculum is used for indicating things happening around us or things that we can observe and examine.

·       The term supports learning towards real-world topics and helps students to learn practical skills important in their lives.

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There are two arguments why the idea of learning styles may seem appealing. Firstly, it is considered to be an easy solution to make one’s learning more effective and secondly, people want their children to be treated as unique individuals. (Pashler, McDaniel, Rohrer and Bjork 2008, p.107.)

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In the curriculum it is important to emphasize students´ practical skills that they can utilize in their everyday lives. Students can learn through things happening around them. These things can be observed and examined, which is called phenomenon-based learning in the curriculum, specifically in subject-related sections. (source)