It isn't a question of learning styles; it is a question of subjects being taught in sufficient depth by a teacher with appropriate subject knowledge. If it was a question of learning styles, I could insist that French was taught through the medium of carrying out Chemistry experiments because practical investigations suited my son more than reciting verb endings to the pink panther theme tune.
Either the subject of poltergeists is important or it isn't. It simply isn't an adequate response to the subject to say that science demonstrates it is impossible. Science can demonstrate no such thing anyway. Even if it could, it would not change the fact that many people believe in poltergeists and as such they and the supernatural in general is an important aspect of society.
As such, I would argue that RE should be subsumed into Anthropology, so that students have sufficient time and quality of teaching to study all of these psychological and social responses to the world. I don't believe in some aspects of the supernatural, but I think it is such a widespread idea that its significance to human psychology and social interaction that it is worthy of greater study than defining it in terms of plausibility within Science lessons.
I also think Science, and children actually carrying out experiments so that they can observe and investigate for themselves is far too important to have any more lesson time taken over by discussion of the supernatural within the lesson. Obviously discussion and explanation of Science has to take up much of the teaching of Science as it is essential, but I don't think any more time should be taken away from the student's own investigations. Students can have debates anywhere, at any point outside of the lesson, but access to Scientific equipment and the necessary supervision is limited.