Lernstil

Lernstil, or learning style, is a concept in education that refers to the preferred ways a person perceives, processes, and retains information. Proponents describe learning styles as relatively stable traits that guide how individuals attend to material, while critics argue that learning is dynamic and highly context-dependent. The term is often used to justify tailoring teaching to individual students, though its scientific basis remains disputed.

Several models have shaped thinking about Lernstil. The VARK framework categorizes learners as Visual, Aural, Read/Write, or Kinesthetic. Kolb’s experiential learning theory proposes a cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. The Dunn and Dunn model emphasizes environmental, emotional, sociological, and physiological factors that influence learning readiness. Other approaches address broader cognitive styles or intelligence frameworks rather than fixed traits.

In practice, Lernstil concepts have influenced classroom differentiation and instructional design. However, systematic reviews have found limited or inconsistent evidence that matching teaching to a student’s self-identified style reliably improves learning outcomes. Instruments used to assess Lernstile, such as VARK or Kolb inventories, have faced questions about reliability and validity.

Today, many educators advocate multimodal instruction and universal design for learning, which engage multiple modalities and provide flexible pathways without relying on rigid style classifications. If used, Lernstil discussions are typically framed as one of several considerations rather than a prescriptive rule for pedagogy.