This article presents a review of studies on learning styles, cognitive and teaching. Specifically, organize and clarify the studies that have examined the relationship between these styles and are some anomalies that challenge some common beliefs and academic about these relationships.

This article presents the results of an investigation carried out in Bogota during 2009. The research involved ninety secondary school teachers and 1136 students of grades 10 and 11 belonging to seven educational institutions. It was the main objective of the research to examine the relationship between teaching and learning styles and their implications for education in cycles. Teaching and learning styles as proposed by authors such as Grasha and Witkin and Ausubel were taking as theoretical referents for the study. In the investigation a sectional design was used and the teaching and learning styles were assessed through the application of the Grasha-Riechmann questionnaires. Analysis of the results obtained in each one of the institutions as well as its comparison between them led to the following conclusions: teachers and students are distributed among different clusters of primary and secondary teaching and learning styles proposed by Grasha, none of these clusters appear as predominant in the institutions that took part in the research. The results also showed that about 50% of students do not fall into any of the learning styles proposed by Grasha suggesting the presence of other combinations of learning styles different than those indicated by this author.