The belief that students learn best when instruction matches students’ preferred modality-specific learning style (i.e., visual, auditory, or kinesthetic) is not supported by empirical research. Yet, the learning styles neuromyth remains pervasive, including within teacher education programs. The purpose of the current study was to explore the extent to which various text-related scaffolds (i.e., purpose for reading, during reading prompts, and refutation text structure) shifted 221 undergraduate teacher candidates’ beliefs and knowledge about the learning styles neuromyth from before reading to after reading, and to investigate the durability of these shifts at a delayed posttest. Across all intervention conditions, teacher candidates demonstrated beliefs change and a shift in pedagogical knowledge immediately after the intervention, with a slight overall shift back to supporting learning styles two months later. Individuals given the purpose of reading to change their beliefs had lower beliefs in learning styles at posttest and greater pedagogical knowledge at delayed posttest, especially when reading a text with more refutational elements. Summarizing during reading had a positive impact on beliefs at posttest. Contrary to previous studies, there were no main effects of refutation text, and no effect of any scaffolds on text comprehension. Findings have implications for the knowledge revision literature, including understanding nuances between teacher candidates’ beliefs and pedagogical knowledge.

中文翻译：

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修改教师候选人对学习风格神经神话的信念和知识

当教学与学生偏爱的特定学习方式（即视觉、听觉或动觉）相匹配时，学生学得最好，这一观点并没有得到实证研究的支持。然而，学习风格神经神话仍然普遍存在，包括在教师教育项目中。本研究的目的是探讨各种与文本相关的支架（即阅读目的、阅读提示和反驳文本结构）在多大程度上改变了 221 名本科教师候选人对学习风格神经神话的信念和知识阅读后阅读，并在延迟后测试中研究这些转变的持久性。在所有干预条件下，教师候选人在干预后立即表现出信念的改变和教学知识的转变，两个月后总体上略有转变，恢复到支持学习方式。以阅读为目的的个人在后测中对学习风格的信念较低，而在延迟后测中则有更多的教学知识，尤其是在阅读带有更多反驳元素的文本时。阅读过程中的总结对后测的信念有积极的影响。与之前的研究相反，反驳文本没有主要影响，任何支架对文本理解也没有影响。研究结果对知识修订文献具有影响，包括理解教师候选人的信念和教学知识之间的细微差别。