ABSTRACT
This chapter draws together work on knowledge structures, learning styles, and university teaching to show how interactions between these elements create serious implications for practice. This synthesis reports on the underlying unity that may be masked by the range of specialist languages employed within education, and uncovered by visualization using concept maps. It contends that certain approaches to teaching within the traditional lecture-based university course will inhibit students from adopting their preferred learning style, channeling students towards strategies that are rewarded even when meaningful learning has not occurred.
