Thematische Bibliographien / Gardner's theory of multiple inteligence

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Auswahl der wissenschaftlichen Literatur zum Thema „Gardner's theory of multiple inteligence“

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Veröffentlicht am 28. Juni 2021

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Zeitschriftenartikel zum Thema "Gardner's theory of multiple inteligence"

Irimia Nores, Andrea, Guillermo Calviño Santos und Carmen Pomar Tojo. „EL SONIDO DE LA INTELIGENCIA“. International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 5, Nr. 1 (21.12.2016): 503. http://dx.doi.org/10.17060/ijodaep.2014.n1.v5.712.

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Abstract.THE SOUND OF INTELLIGENCEThe QvO’s music workshop makes sense from the perspective of multiple and dynamic intelligence, defended by the Gardner’s theory of multiple intelligences, in which is proposed a new style of education that seeks to experience new sensations that aims to provide students the opportunity to discover their potential in relation to some of the intelligences defined by Gardner. The music workshop aims to offer a response to the necesity of training multiple sociemocionals and cognitive capabilities through a different, flexible and creative mean like music. Our project provides data favorable to the idea that intelligence can be trained through a new, open and creative methodology, which can respond to the needs and characteristics presented by the students of high capacity.Key words: Enrichment, hight capacity, musical education, musical intelligence.Resumen.El taller de música del proyecto QvO tiene sentido desde la óptica de la inteligencia múltiple y dinámica, defendida entre otras por la teoría de las inteligencias múltiples de Gardner, en la que se propone un nuevo estilo de educación que busca experimentar nuevas sensaciones que brinden al alumnado la oportunidad de descubrir su potencial en relación a algunas de las inteligencias definidas por Gardner. El taller de música pretende dar salida a la necesidad de entrenamiento de múltiples capacidades cognitivas y sociemocionales a través de un medio diferente, flexible y creativo como es la música. Nuestro proyecto aporta datos favorables a la idea de que la inteligencia puede entrenarse a través de una metodología novedosa, abierta y creativa, que permita responder a las necesidades y características que presenta el alumnado de alta capacidad.Palabras claves: Enriquecimiento, alta capacidad, educación musical, inteligencia musical.

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O'Brien, Patrick, und Paul C. Burnett. „The Theory of Multiple Intelligences: Implications for Counseling Children“. Australian Journal of Guidance and Counselling 10, Nr. 1 (November 2000): 145–56. http://dx.doi.org/10.1017/s1037291100004209.

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This paper discusses the application of Gardner's (1983) theory of multiple intelligences to the counseling of children, particularly young children who appear as repeat offenders in the school system. Specifically this paper seeks to answer the question: Does Gardner's theory of multiple intelligences have an application to counseling, and if so how would this theory impact on counseling practice? The results of this study suggest that Gardner's theory does have application to professional counseling practice, particularly with children.

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Santiago-Arreola, Keren Sarahí, und Carlos Eduardo García-Hernández. „Inteligencia musical para todos/as“. RA RIÓ GUENDARUYUBI 2, Nr. 6 (20.05.2019): 36–43. http://dx.doi.org/10.53331/rar.v2i6.1098.

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This paper takes up musical intelligence as an inherent element of the human being, the advantages of its development in the formative processes and its role in everyday life. Thus, this paper goes beyond the old notion of intelligence measured by test, arriving to the theory of multiple intelligences raised by Gardner, in which cognition is constructed from various attributes and not only from those grouped in the tests.

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O'Brien, Patrick, und Paul C. Burnett. „The theory of multiple intelligence: implications for counselling children“. Journal of Psychologists and Counsellors in Schools 7 (November 1997): 101–8. http://dx.doi.org/10.1017/s103729110000128x.

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This paper discusses the application of Gardner's (1983) Theory of Multiple Intelligence to the counselling of children, particularly young children, who have not developed the language required for more verbally orientated counselling sessions. Specifically this paper asks: Does Gardner's Theory of Multiple Intelligence have an application to counselling theory, and if so how would this theory impact on counselling practice?

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Morgan, Harry. „An analysis of gardner's theory of multiple intelligence“. Roeper Review 18, Nr. 4 (Juni 1996): 263–69. http://dx.doi.org/10.1080/02783199609553756.

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Altan, Mustafa Zülküf. „The Theory of Multiple Intelligences and values education“. Pegem Eğitim ve Öğretim Dergisi 1, Nr. 4 (01.12.2011): 53–57. http://dx.doi.org/10.14527/c1s4m6.

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Howard Gardner's theory of Multiple Intelligences has a potential to change all of our conceptions about the abilities of human beings from top to bottom. Gardner's main aim in this theory is to prove that intelligence is not a single construct and human beings possess at least seven distinct intelligences independent from each other. Gardner (1999) in his work of Intelligence Reframed: Multiple Intelligences for the 21st Century emphasizes that one of our aims in the new century will not only bring these different intelligences together and use in harmony but also to question how to bring intelligence and the morality together in order to help different people come together to live in happiness and peace to create a better world. This perspective leads us to think of the existence of a new intelligence. Things we witnessed in the 20th century and have been witnessing in the 21st century convince us about the importance and how much we are in need of discussing the existence of the Moral Intelligence. This article advocates the existence of the Moral Intelligence which Gardner and his friends have difficulty in defining and value education can be studied under the umbrella of the theory of Multiple Intelligences focusing on the Moral Intelligence.

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Achkovska-Leshkovska, Elena, und Miovska Spaseva. „John Dewey's educational theory and educational implications of Howard Gardner's multiple intelligences theory“. International Journal of Cognitive Research in Science, Engineering and Education 4, Nr. 2 (2016): 57–66. http://dx.doi.org/10.5937/ijcrsee1602057a.

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Cataldi, Zulma, Fernando Salgueiro und Fernando Lage. „Sistemas tutoriales multiagentes con modelado del estudiante y del autor“. Edutec. Revista Electrónica de Tecnología Educativa, Nr. 20 (20.01.2006): a056. http://dx.doi.org/10.21556/edutec.2006.20.513.

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En esta comunicación se presenta una arquitectura para los STI (Sistemas Tutores Inteligentes) que integra los aspectos más significativos tecnología de agentes.La arquitectura considera la incorporación de agentes en los módulos del tutor y del estudiante a fin de poder integrarlos al modelado considerando la base Teoría Uno de Perkins los estilos de aprendizaje y las inteligencias múltiples de Gardner. AbstractIn this communication an architecture for STI (Intelligent Tutoring Systems) is presented and considers the most significant aspects of agents technology.This architecture considers the incorporation of agents in the modules of the tutor and the student in order to be able to integrate them to the modeled one considering the Theory One of Perkins, the styles of learning and multiple intelligences of Gardner.

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Kaushik, Pulkit. „Redefining Learning: Kolb's Theory of Learning Styles with Gardner's Multiple Intelligences“. International Journal of Learning and Teaching 9, Nr. 1 (22.07.2017): 330–39. http://dx.doi.org/10.18844/ijlt.v8i5.1889.

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* Abstract This study attempts to bridge David Kolb’s theory of Learning Styles Howard with Gardner’s Theory of Multiple Intelligences to overcome criticisms to both. The necessity to sequentially achieve Kolb's four learning stages (concrete experience, reflective observation, abstract conceptualization, and active experimentation) and their respective preferred combinations are discussed as an onset. Succeeding that is an analysis of Gardner's Theory of Multiple Intelligences which claims intelligence to be one of eight types of independent arenas of competence, all independent of each other (linguistic. analytical, musical, bodily, interpersonal and intrapersonal, spatial and naturalist). Both theories suffer from certain drawbacks. For instance, Kolb’s theory has sufficient empirical support but lacks scientific backing while Gardner's theory is bereft of empirical support but founded on clinical research on central nervous system. Utilizing a combination of both theories the study examines possibilities to improve quality of education, training and pedagogical advice. The purpose of this study is to examine both theories in detail so as to isolate unique concepts both scientifically accurate and empirically compelling with the intent to formulate a compound theory through active use of pragmatism and quality control. The paper further presents a real life model to overcome impediments faced by the two theories and proposes revisions in learning techniques to facilitate absorption of knowledge and synthetization of information in general educational practice at both amateur and professional level. Keywords: education, learning styles, learning theory, multiple ıntelligences, pedagogical.

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Aronoff, Frances W. „Reaching the Young Child Through Music: Howard Gardner's Theory of Multiple Intelligences as Model“. International Journal of Music Education os-12, Nr. 1 (November 1988): 18–22. http://dx.doi.org/10.1177/025576148801200103.

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Dissertationen zum Thema "Gardner's theory of multiple inteligence"

Emst-Slavit, Gisela. „Education for All: Gardner's Multiple Intelligences Theory“. Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/100818.

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In the last years the Theory of the Multiple Intelligences developed by Howard Gardner has had a tremendous impact in elementary and secondary classrooms in the United States. Gardner(1983) defines intelligence as the ability to solve a problem or fashion a product that is valued in one or more cultural settings. His definition expands our understanding of "intelligence" beyond the familiar linguistic and Logical-mathematical intelligences, to include the spatial, musical,bodily-kinesthetic, naturalist. interpersonal, and intrapersonal intelligences. This new wayof conceptualizing human intelligence has profound implications for educators whose task needs to include the identification and nourishment of the different talents brought by al students.
En los últimos años la Teoría de las Inteligencias Múltiples formulada por Howard Gardner ha tenido un impacto tremendo en los salones de clase de escuelas primarias y secundarias en los Estados Unidos de Norteamérica. Gardner (1983) define inteligencia como una habilidad para resolver un problema o manufacturar un producto valorado por lo menos en un contexto cultural. Esta definición extiende nuestra comprensión de inteligencia más allá de las reconocidas inteligencias lingüística y lógico-matemática, para incluir otras inteligencias como es el caso de la espacial, musical, física-cinestética, naturalista, interpersonal, e intrapersonal. Esta nuevamanera de conceptualizar la inteligencia humana tiene profundas implicaciones para los educadores cuya labor deberá involucrar la identificación y nutrición de los diferentes talentos que traen consigo todos los estudiantes.

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French, Davina J. „A psychometric investigation of Howard Gardner's theory of multiple intelligences“. Thesis, Royal Holloway, University of London, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397326.

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Fischman, Lane Ari. „Using Gardner's multiple intelligence theory to differentiate high school physics instruction“. Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/fischman/FischmanL0811.pdf.

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The purpose of this project was to examine the effects of differentiated instruction on students' understanding of high school physics based on Gardner's multiple intelligence theory. The original premise was that some students are strong in some intelligences and weak in others. Each student started by learning the content in the areas they were strong in, and then using that knowledge to help them overcome the more challenging concepts. They then worked together with students from all of the intelligence strengths to show a greater understanding of the content and scientific skills. The data was collected using a combination of pre and posttests, surveys, observations, and concept maps as a part of individual student interviews. The results indicate that this approach has its merits but will need refinement to be implemented into the entire curriculum. Differentiation with respect to multiple intelligence theory appears to cause an increase in student understanding, attitude and motivation.

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Brahams, Yvonne Rae. „Development of a social studies curriculum reflecting Howard Gardner's theory of multiple intelligences“. CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1424.

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Stover, Mary Anne. „Second grade life science curriculum design using Howard Gardner's theory of multiple intelligences“. CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2401.

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The purpose of this project is to bring the subject of life sciences to second grade students through a diverse curriculum design. The theory of multiple intelligence and the principles of brain-based learning areused to incorporate elements that will reach each student on an individual basis.

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Arnold, Emory Dwain. „Relationship between implementing Gardner's theory of multiple intelligences and fifth graders' attitudes toward school“. [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0326101-090654/restricted/ArnoldE.pdf.

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McGroarty, John David. „Teachers' Perceptions on Improvement of Declining Grade 8 Language Arts Test Scores“. ScholarWorks, 2016. http://scholarworks.waldenu.edu/dissertations/1702.

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Once viewed as a way to establish educational placement, high-stakes testing is used to establish benchmarks for success within school systems. Within a local Utah school district, raising these benchmarks has been deliberated due to a steady decline in Grade 8 language arts scores, which has heightened concerns among local school administrators and teachers. The purpose of this phenomenological study was to examine the perceptions of teachers on how to improve declining Grade 8 language arts test scores. Based on the theoretical concepts of constructivism, 3 research questions were created to examine the underlying factors of the steady decline in Grade 8 language arts test scores, teachers' perceptions of decline in Grade 8 test scores, and current instructional practices used by teachers to prepare students for high-stakes testing. Through semi-structured interviews, data were collected from a sample of 7 language arts teachers who held an academic degree in language arts area and were a faculty member at the selected school. Comparative analysis and the open coding process were used to find themes in the data. Specific themes included the need for change, different influences, and varying instructional practices to increase test scores each academic year. An individualized instructional curriculum might help increase test scores. A 3-day, in service workshop focused on helping teachers recognize current issues with test preparation and offered methods to help improve student learning through multiple intelligence-based instruction. This study contributes to social change within local Grade 8 language arts classrooms by providing information to educators on how to increase high-stakes test scores on an annual basis and increase overall student achievement.

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Clench, Renate. „Howard Gardner's multiple intelligences theory, outcomes-based education and curriculum implementation in South Africa : a critique of music education in the general education and training phase“. Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1218.

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This study examines the current curriculum for primary schools in South Africa – Curriculum 2005 (C2005) and the subsequent Revised National Curriculum Statement (RNCS), with Outcomes-Based Education (OBE) as its fundamental educational approach - with specific reference to the place of music education in it. While the underlying principles and scope of this curriculum has many positive attributes, numerous studies have shown that there are still major stumbling blocks in the way of its successful implementation. Since the emphasis of the Arts and Culture Learning Area is on the nurturing of generic values and attitudes towards culture, it does not provide for sufficient development of subject-specific musical skills and knowledge. Instead this vital form of musical learning continues to be provided in the form of extra-curricular music programmes by those few schools who have the staff expertise and the funding to do so. Music therefore remains accessible only to the privileged few. .Although C2005 encourages and requires significant levels of integration in Learning Outcomes and Assessment Standards within and across Learning Areas, this is currently one of the least successful aspects of its implementation. This lack of success, it is argued, is in part the result of severe limitations in the training of teachers and the availability of necessary resources in schools, and in part the result of the curriculum’s own limited interpretation of integration. Psychologist Dr Howard Gardner’s Theory of Multiple Intelligences is a holistic approach to education that stresses, amongst other things, that Musical Intelligence is one of eight vital forms of intelligence that should be accessible to all children. It is argued that educational approaches based on Gardner’s Multiple Intelligences Theory provide some insights into the integration of Musical Intelligence with other forms of learning that may usefully be applied in C2005.

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McGroarty, John David. „Teachers? Perceptions on Improvement of Declining Grade 8 Language Arts Test Scores“. Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3735421.

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Once viewed as a way to establish educational placement, high-stakes testing is used to establish benchmarks for success within school systems. Within a local Utah school district, raising these benchmarks has been deliberated due to a steady decline in Grade 8 language arts scores, which has heightened concerns among local school administrators and teachers. The purpose of this phenomenological study was to examine the perceptions of teachers on how to improve declining Grade 8 language arts test scores. Based on the theoretical concepts of constructivism, 3 research questions were created to examine the underlying factors of the steady decline in Grade 8 language arts test scores, teachers’ perceptions of decline in Grade 8 test scores, and current instructional practices used by teachers to prepare students for high-stakes testing. Through semi-structured interviews, data were collected from a sample of 7 language arts teachers who held an academic degree in language arts area and were a faculty member at the selected school. Comparative analysis and the open coding process were used to find themes in the data. Specific themes included the need for change, different influences, and varying instructional practices to increase test scores each academic year. An individualized instructional curriculum might help increase test scores. A 3-day, in service workshop focused on helping teachers recognize current issues with test preparation and offered methods to help improve student learning through multiple intelligence-based instruction. This study contributes to social change within local Grade 8 language arts classrooms by providing information to educators on how to increase high-stakes test scores on an annual basis and increase overall student achievement.

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Jánošková, Zuzana. „Využití hudební výchovy v hodinách matematiky na 1. stupni ZŠ aneb Pane učiteli, zazpíváme si“. Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-445721.

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The work deals with the possibility of interconnecting the teaching of mathematics with music. The theoretical part focuses on the relationship between mathematics and music, student motivation, the theory of multiple intelligence and also on whether music can contribute to the development of mathematical thinking. The practical part delivers five lesson preparations, where the main topic is music education and several other ways to use music education in another mathematical topic. KEYWORDS Music in mathematics, rhythm in mathematics, musical instruments in mathematics, motivation, word problems, equations, intersubject relations, Gardner's theory of multiple intelligence.

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Bücher zum Thema "Gardner's theory of multiple inteligence"

ERIC Clearinghouse on Assessment and Evaluation., Hrsg. Multiple intelligences: Gardner's theory. [Washington, DC: ERIC Clearinghouse on Assessment & Evaluation, the Catholic Unviversity of America, 1996.

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Holding, J. M. Differentiating to include Howard Gardner's multiple intelligences theory: Some implication for classroom practiceat KS3. 1994.

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Buchteile zum Thema "Gardner's theory of multiple inteligence"

Naqvi, Samia, und Asfia Khan. „Multiple Intelligences Theory Applied to Folklore in Omani EFL Teaching“. In Handbook of Research on Curriculum Reform Initiatives in English Education, 52–67. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5846-0.ch004.

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Howard Gardner's theory of multiple intelligences (MI) precipitated a revolutionary change in the process of teaching and learning. Previous theories of intelligence had merely measured the intelligence quotient (IQ), but Gardner's theory offered a fresh perspective on intelligence, supporting a pluralistic view of mind that incorporates diverse aspects of cognition and individual learners' cognitive styles. MI theory, therefore, has the potential to guide EFL/ESL teachers in addressing all manner of learners, developing their intelligence, and encouraging autonomy. This chapter defines the theory, while examining its origins and importance within EFL/ESL. Insights are offered on how MI can be applied particularly in tertiary-level EFL teaching and learning in the Omani context. These insights are then tied to Oman's rich cultural heritage by concluding with a lesson plan featuring folklore-based activities that range across the four language skills and cater to different kinds of intelligence.

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Neo, Tse-Kian, und Sahar Sabbaghan. „The Impact of the Relationship between Gardner's Multiple Intelligence and Kolb's Learning Style“. In Knowledge Discovery, Transfer, and Management in the Information Age, 175–85. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4711-4.ch009.

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In a diverse work environment, it is important to have diverse leaders, managers, and people with different talents and intelligence in order to deal with different problems. In this case, each individual can know their own strength and weakness, and know which position works best for them. The concept of learning styles is used to describe individual differences in the way people learn. According to Kolb (1984), each person has a unique way to absorb and process experiences and information. He has identified four statistically prevalent learning styles- diverging, assimilating, converging, and accommodating. On the other hand, Gardner's Multiple Intelligence Theory is very helpful to recognize that people have differing aptitude in different subject areas. This chapter documents a study in which the participants consisted of 153 bachelor students of Management from the Multimedia University of Malaysia. They were given two questionnaires, one for Kolb's learning style and other for Gardner's Multiple Intelligence inventory and a correlation was conducted. The results showed that there was a significant relationship between Kolb's Learning Style and Multiple Intelligence. The relationship could be seen particularly in Abstract Conceptualization (AC) and Multiple Intelligences which were Nature, kinesthetic, music, word, interpersonal, and picture. The results also indicated that the majority of the participants are between AC and AE which means they are convergers. Having the right information for companies can be beneficial since knowing how their employees learn can lead to a diverse workplace that would have significant results on organizational structure, planning, development, and operation.

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Templeton, Carol, und Michael W. Kessinger. „Virtual Reality“. In Advances in Early Childhood and K-12 Education, 94–119. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1400-9.ch005.

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Moving beyond the traditional K-12 classroom environment, this chapter examines the pedagogical benefits virtual learning offer gifted and talented students. The use of virtual reality as a learning tool is relatively new in the field of education. A discussion is provided how virtual reality promote and support learning theories such as Gardner's Theory of Multiple Intelligences, Constructivism, and Connectivism. The benefits of virtual reality in terms of spatial awareness and the use in STEM (science, technology, engineering, and mathematics) areas the technology offers to K-12 gifted and talented students are also discussed. On a global level, the use of three-dimensional software and computer devices can help students discover and understand abstract and complex concepts. This chapter provides an overview of current research and projects relating to the use of virtual technology devices within the field of education.

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Konferenzberichte zum Thema "Gardner's theory of multiple inteligence"

Pomazi, Krisztian, Laszlo Gazdi, Bertalan Radostyan, Mate Szabo, Luca Szegletes und Bertalan Forstner. „Self-standardizing cognitive profile based on gardner's multiple intelligence theory“. In 2016 7th IEEE International Conference on Cognitive Infocommunications (CogInfoCom). IEEE, 2016. http://dx.doi.org/10.1109/coginfocom.2016.7804568.

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Rahimi, Gholam Reza, und Mohammad Reza Noruzi. „Notice of Retraction: The Enigma of Howard Gardner's Multiple Intelligences theory in the area of organizational effectiveness“. In 2010 IEEE International Conference on Advanced Management Science (ICAMS). IEEE, 2010. http://dx.doi.org/10.1109/icams.2010.5553304.

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