Ko'p o'quvchilar “men vizual o'rganuvchiman, shuning uchun video orqali yaxshi tushunaman” yoki “men audialman, tinglashim kerak” deyishadi. G'oya mantiqiy eshitiladi: har kim o'z uslubida o'qisa, yaxshiroq o'rganadi. Ilmda bu “moslashtirish gipotezasi” deb ataladi.

Olimlar nimani talab qildi?

2008-yilda to'rt taniqli psixolog — Garold Pashler, Mark Makdaniel, Dag Rorer va Robert Byork — bu g'oyani tekshirgan barcha tadqiqotlarni ko'rib chiqdi. Ular aniq mezon qo'ydi: avval o'quvchilarning uslubini aniqlash, keyin ularni tasodifiy ravishda turli usulda o'qitish va oxirida hammaga bir xil test berish. Agar uslub muhim bo'lsa, “vizual”lar rasm bilan, “audial”lar tinglab yaxshiroq natija ko'rsatishi kerak.

Natija: bunday puxta tadqiqotlar juda kam topildi. Mezonga javob berganlarining bir nechtasi esa gipotezaga zid chiqdi. Mualliflar xulosasi: o'rganish uslublarini ta'limga kiritishni oqlaydigan yetarli dalil yo'q, resurslarni samaradorligi isbotlangan usullarga sarflash kerak.

Uslubga emas, mazmunga qarang: xaritani ko'rib, she'rni tinglab, raqsni bajarib o'rganiladi.

Unda nima ishlaydi?

Hamma uchun ishlaydigan usullar bor: o'zini tekshirish, oraliq bilan takrorlash, misollar va tushuntirish. Bundan tashqari, mavzuga mos usulni tanlash muhim — geografiyani xarita bilan, talaffuzni tinglab o'rganish hammaga foydali.

• Bir nechta usulni aralashtiring. So'zni o'qing, eshiting, yozing va gapda ishlating.
• Mavzuga qarab tanlang. Grafik — ko'rib, talaffuz — tinglab, yozish — yozib.
• O'zingizni tekshiring. Har qanday “uslub”dan ko'ra samaraliroq.
• “Men X emasman” demang. Uslub yorlig'i o'zingizni cheklashga sabab bo'lmasin.

Manba: Pashler, McDaniel, Rohrer & Bjork, “Learning Styles: Concepts and Evidence”, Psychological Science in the Public Interest, 2008. Matn — o'zbek tilidagi erkin qisqacha bayon.

Many students say “I am a visual learner, so videos work best for me” or “I am auditory, I need to listen”. The idea sounds logical: if everyone studies in their own style, they will learn better. In research this is called the “meshing hypothesis”.

What did scientists require?

In 2008, four well-known psychologists, Harold Pashler, Mark McDaniel, Doug Rohrer and Robert Bjork, reviewed the studies that had tested this idea. They set a clear standard: first identify students' styles, then randomly assign them to different teaching methods, and finally give everyone the same test. If style mattered, “visual” learners should do better with pictures and “auditory” ones with listening.

The result: very few studies met that standard, and several of those that did contradicted the hypothesis. The authors concluded that there was not enough evidence to justify building learning styles into education, and that resources should go to methods with proven effectiveness.

Look at the content, not your style: maps are learned by looking, poems by listening, dances by doing.

So what works?

Some methods work for everyone: testing yourself, spaced repetition, worked examples and explaining. It also helps to choose a method that fits the subject: learning geography with a map and pronunciation by listening helps everyone.

• Mix several methods. Read a word, hear it, write it and use it in a sentence.
• Choose by subject. Graphs by looking, pronunciation by listening, writing by writing.
• Test yourself. More effective than any “style”.
• Do not say “I am not X”. Do not let a style label limit you.

Source: Pashler, McDaniel, Rohrer & Bjork, “Learning Styles: Concepts and Evidence”, Psychological Science in the Public Interest, 2008. Text: a free summary.