Dissertations / Theses on the topic 'Multiple intelligences'
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1
Evanshen, Pamela. "Multiple Intelligences." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/4418.
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2
Dorminey, Sarah J. "Creating a Multiple Intelligences Landscape." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/9642.
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The built environment should facilitate a meaningful experience for a user by intellectually engaging their perceptual and cognitive abilities. In 1983, Howard Gardner published his cognitive theory of multiple intelligences. Gardner theorizes that human intelligence is not one single capacity, but is comprised of multiple capacities. Many teachers use the multiple intelligences theory as a tool to reach a larger number of students by engaging their unique learning styles. The theory of multiple intelligences is one way to interpret how an individual might understand, perceive or experience their surroundings. I used Gardner's theory as a framework to develop design criteria that can be used by designers to create landscapes or environments that engage people in an intellectual and meaningful way. By designing a site that will engage different individuals' unique methods of understanding, a landscape architect can create landscapes that will capture attention and promote a unique personal experience through the creation of sense of place. I believe that this in turn can also be used as a tool for articulating design ideas and analyzing current landscapes.
My research begins with a review of Mihaly Csikszentmihalyi's theory of flow and what is needed to achieve this playful state. The answer is to engage a user with a challenge. This led me to Howard Gardner's theory of multiple intelligences. After a review of his work, I used his theory to analyze several case study landscapes. Based on this research, I developed a set of preliminary design criteria that can be used as an outline or a starting point for designers.
I chose the Joe L. Evins Appalachian Center for Crafts (ACC) in Smithville, Tennessee as my site for beginning my understanding of the range of uses that the multiple intelligences possess within a landscape. The ACC is a visual arts school whose mission is to preserve and educate people about the culture and techniques of Appalachian crafts. The mediums that are taught are clay, glass, metal, fibers, and wood. My design exploration lead me to concluded that the outcome of a multiple intelligences landscape will be shaped by several factors: the personal strengths and weaknesses within the multiple intelligences of the designer, the sites will determine which intelligences should be designed for, and that the design process should be a collaborative effort. Therefore, the design solution produced is not the strength of this research project, but rather the development, process, and conclusions that reveal a strong case for the inclusion of engaging users' intellectually.Master of Landscape Architecture
3
Simpson, Lauree Smith. "Multiple intelligences and reading ability." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1159.
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The following research focuses on intelligence as it relates to reading. To make reading possible for every child, varied reading materials, methods, and models must be available. Once these elements are in place for the potential reader, does intelligence make the difference in reading ability?
4
Reed, Delanna. "Storytelling, Multiple Intelligences and Curriculum Standards." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1291.
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5
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.
6
Jones, Michaela T. "A Multiple Intelligences Approach to Spelling Instruction." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1143478801.
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7
Ellingson, Carolann. "Multiple intelligence theory in the classroom." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/CEllingson2007.pdf.
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8
Rice'-Daniels, Patricia. "MULTICOMPETENCE, MULTIPLE INTELLIGENCES AND FIRST-YEAR COMPOSITION STUDENTS." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/786.
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The purpose of this study is to examine, gain, and ultimately share an understanding of certain cognitive differences, similarities, intelligence patterns, and preferences between competent monolingual (English) and multicompetent bilingual/multilingual first-year composition (FYC) college students. Within this project is an attempt to address the following questions: Do monolingual and bilingual/multilingual FYC students show different strengths and weaknesses in their cognitive abilities? Are there learning preferences and literacy differences or similarities between monolingual and bilingual/multilingual FYC students?
Primarily, two cognitive concepts were used in this examination to provide perspectives and quantitative data in response to the above questions. First, is Vivian Cook’s (1992, 1999) multicompetence theory, which involves cognitive differences between monolingual (L1) and bilingual/multilingual (L2/L3) speakers/users; and second, Howard Gardner’s (1999, 2004, 2006) multiple intelligences (MI) theory, whereby two types of MI assessments were used to study any such differences and similarities among FYC students.
To fulfill the requirements for this particular thesis, included is a conference proposal (abstract), a conference paper, and a publishable scholarly article. The necessary charts, graphs, tables, and appendices are provided, accordingly.
9
Mettler, Kathleen. "ADHD and Multiple Intelligences: Does a Pattern Exist?" ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1227.
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Attention Deficit Hyperactivity Disorder (ADHD) has typically been treated with a deficits-based response while most research has ignored any intelligence differences between the subtypes, despite differing symptomology. This quantitative study explored whether or not a distinct pattern of intelligences existed within each of the subtypes or presentations of ADHD: inattentive (IT), hyperactive (HT), and combined (CT). Using Gardner's multiple intelligences theory, data were collected via an online, self-administered survey from a sample of 132 participants, over 18 years of age, with IT, HT, and CT ADHD. The goal was to identify the most predominant of 8 different strengths or intelligences. Predominant intelligence types were measured through the completion of the online Multiple Intelligences Developmental Assessment Scale (MIDAS). Discriminant function analysis was used to interpret differences and combinations among predictors through identification of interdependency and pattern delineation. Study results failed to identify a distinct pattern of a relationship between the types of intelligence and ADHD subtypes. Further research is needed in the area of identifying the strengths of individuals diagnosed with ADHD in an effort to shift treatment and intervention responses to a more strengths-based perspective, possibly impacting individual, academic, and social success for those with ADHD.
10
Peeler, Jefferson W. Charles. "The implementation of multiple intelligences in the classroom to enhance student learning." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007jeffersonc.pdf.
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Gurcay, Deniz. "The Effect Of Multiple Intelligences Based Instruction On Students." Phd thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/2/1209907/index.pdf.
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The main purpose of this study is to compare the effects of the Multiple
Intelligences based instruction versus traditional instruction on ninth grade students'physics achievement. MI inventory, Attitude Scale Toward the Content &ldquo
Coulomb&rsquo
s Law&rdquo
, Multiple Choice Physics Achievement test on the content &ldquo
Coulomb&rsquo
s Law&rdquo
, and MI based Physics Achievement rubric were used as measuring tools. The study was conducted with 268 ninth grade public high school students in Sincan district in the spring semester 2002-2003. There were two teachers and their eight classes in this study. MI inventory, Attitude Toward the Content &ldquo
Coulomb&rsquo
s Law&rdquo
, and Multiple Choice Physics Achievement test were administered as pretest to both experimental and control groups. Then, students in experimental groups were iv exposed to the MI based lessons. Students in experimental classes were grouped with respect to the students&rsquo
strongest intelligences in Verbal/Linguistic, Logical/Mathematical, Visual/Spatial, Interpersonal intelligence dimensions. In control groups, traditional teaching method was used. After three weeks treatment, all the students were posttested with the same tests. In experimental groups, students&rsquo
MI based physics achievement was measured on the last treatment week. The data were analyzed using SPSS by multivariate analyses of covariance (MANCOVA). According to the results of this study, multiple intelligences based instruction made significant effect on students&rsquo
physics achievement on the content &ldquo
Coulomb&rsquo
s Law&rdquo
with respect to the traditional method. However, multiple intelligences based instruction showed no significant effect on students&rsquo
physics attitude toward the content &ldquo
Coulomb&rsquo
s Law&rdquo
with respect to the traditional method.
12
Johansson, Christina. "Learning to Learn : Multiple intelligences in the language classroom." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-32042.
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Fifty-two students in year nine and three teachers in rural Sweden have taken part in an investigation on learning preferences in general and listening in particular. The starting-point for the study is Gardner’s multiple intelligences and the purpose is to investigate how well students know their own learning abilities or strategies and how that knowledge corresponds with work at school. The result shows that students are aware of their preferred strategy but many of them need to work with developing additional abilities in order to improve their English. There is also an apparent difference between students’ relation to listening and teachers’ approach to the same though some of the difference is due to the lack of possibilities in the conventional classroom. This small and limited study briefly discusses the possible implications for teaching and learning in the diversified classroom.
13
Sakir, Tuncay. "The Effect Of Multiple Intelligences Based Instruction On Students." Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615457/index.pdf.
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The main purpose of this study was to compare the effectiveness of multiple intelligences based instruction (MIBI) over traditionally designed instruction on ninth grade students&rsquoachievement in the unit of basic compounds of living organisms concepts and attitude toward biology as a school subject. In addition, the effect of gender difference on achievement in the unit and attitudes toward biology were investigated. Students&rsquo
science process skills were also investigated. 59 ninth grade students from two different classes taught by the same teacher at a public Anatolian high school in Kirsehir were enrolled in the study during first semester of 2011-2012 academic years. The classes were randomly assigned as control group and experimental group. While control group students were instructed by traditionally designed biology instruction, the experimental group students were instructed with MIBI over a period of ten weeks. Basic compounds of living organisms achievement test and attitude scale toward biology were given to both groups as a pre-test and post-test. Science Process skills test was given at the beginning of the study to determine students&rsquo
science process skills. Interviews were hold with some students in the experimental group and the teacher to get their opinions about the implementation of MI based instruction. Multivariate Analysis of Covariance (MANCOVA) was used to analyze the data. The results of the study revealed that MIBI compared to traditional instruction was more effective to improve students&rsquo
achievement in the unit of basic compounds of living organisms. However there was no significant effect of MIBI on students&rsquo
attitude toward biology. Moreover there was no significant effect of gender difference on both students&rsquo
achievement in the unit and attitudes toward biology. The results of interview showed that both students and the teacher had positive opinions toward MIBI.
14
Estrada, Silva Diedreann. "Teachers' handbook for implementing learning styles through multiple intelligences." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2328.
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The purpose of this project was to provide teachers with different teaching assessement, tools, approaches, and strategies. The context of this problem was to address the need to develop a teacher handbook proposal entitled Teachers' Handbook For Implementing Learning Styles Through the Multiple Intelligences.
15
Schwert, Amy Marie. "Using the theory of multiple intelligences to enhance science education /." See Full Text at OhioLINK ETD Center (Requires Adobe Acrobat Reader for viewing), 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1083377003.
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Thesis (M.E.)--University of Toledo, 2004.Typescript. "A thesis [submitted] as partial fulfillment of the requirements of the Master of Education degree in Secondary Education." Includes bibliographical references (leaves 47-50).
16
Schwert, Amy M. "Using the Theory of Multiple Intelligences to Enhance Science Education." University of Toledo / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1083377003.
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Young, Brian Edward. "Multiple Intelligences Learning and Equity in Middle School Mathematics Education." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/2610.
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This study offers a new approach to raising mathematics achievement through the synthesis of Multiple Intelligences theory and Self-Efficacy theory. It proposes that the opportunity to learn through intellectual strengths will raise mathematics achievement both directly from students' increased understanding and indirectly through raising students' self-efficacy for mathematics. A mathematics learning program was developed for year eight students in a rural secondary school based on tasks resonating with their intellectual strengths. Both quantitative and qualitative indicators were used to compare the effects of the Multiple Intelligences learning program with the standard delivery of the mathematics curriculum to year eight students over their first term of study. After nine weeks participation in the Multiple Intelligences learning program, students demonstrated improved engagement and more positive attitudes in mathematics classes relative to their peers receiving standard instruction. The expected gains in mathematics achievement and self-efficacy were not demonstrated within the one-term span of the study. Assessment of the fidelity of implementation of the principles of Multiple Intelligences theory was confirmed through assessment of the classroom learning environment. Analysis of the reasons for the lack of differentiation revealed limitations in the traditional measures used for assessing the mathematics learning outcomes gained within the Multiple Intelligences program.The loss of available year eight classroom instruction time from institutional assessment requirements and school policy decisions were found to be higher for the class receiving the Multiple Intelligences program than for the comparison class, and this is a significant confounding variable. It is concluded that significant changes to school organisational structures and assessment procedures are required before the cognitive and affective advantages of Multiple Intelligences learning may be realised optimally in the mathematics classroom.
18
Temiz, Nida. "Implications Of Multiple Intelligences Theory On 1st Graders'." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605295/index.pdf.
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The purpose of the study was to explore in what ways the principles of Multiple Intelligences Theory (MIT) are implemented on the 1st graders&rsquoLiteracy Education (LE), to find out the effects of the implementation on 1st graders&rsquo
tendency towards the course and their teachers
on the 1st grade teachers&rsquo
tendency towards their students
on the 1st graders&rsquo
literacy achievement
on improvements of the 1st graders&rsquo
multiple intelligences. The qualitative data were gathered through interviews, observations, checklist form, students&rsquo
drawings and writings about the LE, students&rsquo
portfolios, photographs, written document and Teele Inventory for Multiple Intelligences. Descriptive and content analysis were done. The study was conducted during the 2003-2004 academic year. Based on purposeful sampling methods, the participants of the study was comprised of one 1st grade classroom with 26 students, five 1st grade teachers from BaSkent University College AySe Abla Schools and four 1st grade teachers from Gazi University Foundation Private Primary School. The results of the data analysis indicated that the teachers&rsquo
main focus was on preparing learning activities while planning the LE lesson based on the principles of MIT. They had difficulty in preparing and implementing the learning activities for naturalistic intelligence. However, they prepared and implemented learning activities for linguistic, interpersonal, bodily-kinesthetic, visual-spatial intelligences easily. Also, the students willingly participated in the learning activities that were based on bodily-kinesthetic, visual-spatial, musical-rhythmic, interpersonal intelligences
that were based on their most dominant intelligences and that activated more than one intelligence. Also, when the students who faced difficulty throughout the LE were helped by using the way based on the students&rsquo
dominant intelligences, they overcame the difficulties. Besides, most of the teachers knew various assessment methods based on the principles of MIT, but they rarely used them. Moreover, the teachers&rsquo
views about the differences and similarities between the LE based on MIT and that based on traditional methods were different from each other. The effects of the implementation on the 1st graders&rsquo
tendency towards the course, their teachers
on the 1st grade teachers&rsquo
tendency towards their students
on the 1st graders&rsquo
LE achievement were positive. Also, some variations were observed in terms of the students&rsquo
multiple intelligences throughout the LE.
19
Campbell, George Maurice. "A multiple intelligences theory approach to teaching adult Christian spirituality." Theological Research Exchange Network (TREN) Access this title online. Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
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Balakrishnan, Suseela D. "The role of Multiple Intelligences theory in the Malaysian Curriculum." Thesis, University of Leeds, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507870.
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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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OLIVEIRA, BIANCA NOGUEIRA. "A NEW APPROACH IN THE CLASSROOM OF MULTIPLE INTELLIGENCES THEORY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=32360@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
Um dos desafios diários para professores é encontrar meios para motivar seus alunos a aprender Matemática. A fim de obter sucesso nesse processo, ler sobre experiências que tiveram resultados positivos sempre leva os professores a pensar que existe um caminho melhor a ser seguido. Este trabalho traz dois projetos que tiveram como objetivo principal despertar um maior interesse dos alunos em Matemática e foram aplicados em algumas salas de aula dos Anos Finais do Ensino Fundamental: a Olimpíada Interna de Matemática e a criação de uma nova disciplina, chamada Fundamentos, que busca fazer com que o aluno consiga perceber melhor as diferentes inteligências através de aulas elaboradas por uma equipe pedagógica e professores de Matemática em um colégio particular do Estado do Rio de Janeiro. Além disso, traz uma pesquisa realizada com alunos do nono ano do Ensino Fundamental que tiveram contato com um desses projetos em 2015 e 2016. Esta pesquisa mostra a percepção dos alunos sobre o trabalho realizado na disciplina criada, que tem como norteador do planejamento de conteúdos o desenvolvimento das inteligências múltiplas. Nesta nova disciplina, os alunos são apresentados a diferentes tipos de problemas que envolvem raciocínio lógico, interpretação de texto, percepção espacial e outras habilidades que são agregadas ao currículo dos Anos Finais do Ensino Fundamental para desenvolver melhor o desempenho dos alunos na vida escolar.
One of the daily challenges for teachers is to find ways to motivate their students to learn math. In order to succeed in this process, reading about experiences that have had positive results always leads teachers to think that there is a better way to be followed. This work presents two projects that had as main objective to arouse a greater interest of the students in Mathematics and were applied in some classrooms of the Final Years of the Elementary School: the Internal Olympiad of Mathematics and the creation of a new discipline, called Essentials, that Seeks to make the student better understand the different intelligences through classes developed by a pedagogical team and teachers of mathematics at a private school in the State of Rio de Janeiro. In addition, it brings a survey conducted with students of the ninth grade of Elementary School who had contact with one of these projects in 2015 and 2016. This research shows the students perception about the work done in the discipline created, which has as guiding content planning The development of multiple intelligences. In this new discipline, students are introduced to different types of problems involving logical reasoning, text interpretation, spatial perception, and other skills that are added to the curriculum of the Final Years of Elementary School to better develop students performance in school life.
23
Brockway, Stephanie Kay. "The theory of multiple intelligences a study of educational implementation /." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998brockways.pdf.
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24
Hassel, William C. "Teach it again Using multiple intelligences in adult christian education /." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.
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25
Fagan, William T. "Multiple intelligences and self-esteem in three high school populations." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/519.
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26
Young, Brian Edward. "Multiple Intelligences Learning and Equity in Middle School Mathematics Education." Full text available, 2003. http://adt.curtin.edu.au/theses/available/adt-WCU20040910.164022.
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27
Scapens, Mennie (Mary-Ann). "Implementing the theory of multiple intelligences in the junior secondary school." The University of Waikato, 2007. http://hdl.handle.net/10289/2284.
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First published in 1983, the theory of multiple intelligences (Gardner, 1983) struck a chord with thousands of educators across the world, providing a philosophical and structural framework that helped them make sense of and cater for the vast range of individual difference they encountered daily in their classrooms. However, while MI theory has found a ready audience amongst early childhood and primary school educators, and has been associated with a wide range of positive outcomes across a variety of educational settings, it continues to have little impact on secondary school practice. The aim of this qualitative action research project was to establish a collaborative research group of four junior secondary school teachers, who were interested in exploring MI theory and its implications for learning and teaching. In documenting their experiences, the project aimed to find out whether an MI-based programme was feasible in a junior secondary school context, and to identify the difficulties and barriers that impeded the participating teachers' endeavours to implement MI in their classrooms. The following research questions provided the focus for the project: 1. Can an MI-based approach to teaching and learning be successfully implemented in a junior secondary school programme? 2. What are the issues that secondary school teachers face when implementing MI into their classroom programmes? 3. What are the best ways to address these issues? iii A multiple case study approach provided an effective means of illustrating the individual complexity of teachers' situations, as they interacted with their students, the curriculum, their colleagues and their school environment, and was also flexible enough to accommodate the open-ended and evolving nature of the investigation. The following outcomes for teachers as a result of the MI project were noted: (a) Increased awareness and understanding of student diversity. (b) Extended teaching practice and enhanced teacher creativity. (c) Improved planning framework. (d) Teachers' beliefs about learning and intelligence were affirmed and extended. (e) Teachers experienced improved confidence in their abilities as teachers. (f) The emergence of a cohesive student-centred curriculum. (g) Improved collegiality. As a result of the project, many barriers to implementing MI theory into junior secondary school classrooms were identified, under the following categories: (a) Barriers relating to teacher culture (b) Barriers relating to management requirements (c) Barriers relating to time (d) Barriers relating to personnel (e) Barriers relating to external pressures on the school The outcomes of this project confirm findings in the research literature, which suggest that MI theory can provide a valuable philosophical and structural iv framework that helps teachers develop a greater awareness of student diversity and enhanced teaching practice, as well as the understanding that a uniform approach to teaching and learning meets the needs of too few. However, a number of entrenched structural and cultural barriers characteristic of the secondary school context were also identified, which suggest that the adoption of MI-based teaching practices on a wider scale is unlikely without an in-depth school-wide professional development initiative.
28
Franco, González Sandra Atenea, and Villavicencio Barbara Rose Bangle. "PROPOSAL OF ACTIVITIES FOR TEACHING VOCABULARY CONSIDERING THE MULTIPLE INTELLIGENCES THEORY." Tesis de Licenciatura, Facultad de Lenguas, 2013. http://ri.uaemex.mx/handle/20.500.11799/13668.
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El presente trabajo es una propuesta de materiales para enseñar inglés a
través de la teoría de las inteligencias múltiples. Desde mi punto de vista los
alumnos necesitan diferentes tipos de materiales para aprender inglés de una
manera más exitosa. Además es importante mencionar que generalmente todas
las personas aprenden de diferentes maneras, por estas circunstancias los
profesores deben identificar las necesidades de los alumnos así como su
inteligencia más desarrollada para poder enseñarles de una manera más
efectiva.
Hoy en día, el inglés es una lengua franca reconocida mundialmente; por
consecuencia, tanto el aprendizaje como la enseñanza del inglés se han
convertido en actividades importantes; como ejemplo tenemos los recursos
culturales de la literatura, programas de televisión, películas, y/o la ciencia y
este idioma está incluso por encima del japonés y del chino; sin dejar a un
lado, el conocer personas de diferentes países, entre otros.
29
Cornwell, Steven Glenn. "The effect of multiple intelligence curriculum on group achievement test scores." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998cornwells.pdf.
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30
Koenig, Rosalee C. "K-8 library design renovation accomodating multiple intelligences and learning styles /." Tallahassee, Florida : Florida State University, 2009. http://etd.lib.fsu.edu/theses/available/etd-11052009-233338/.
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Thesis (M.F.A.)--Florida State University, 2009.Advisor: Lisa Waxman, Florida State University, College of Visual Arts, Theatre and Dance, Dept. of Interior Design. Title and description from dissertation home page (viewed on May 10, 2010). Document formatted into pages; contains xvii, 198 pages. Includes bibliographical references.
31
Evanshen, Pamela. "How to Reach All Children Through Learning Styles and Multiple Intelligences." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/4410.
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32
Snider, Allyn. "A classroom preferences questionnaire based on the theory of multiple intelligences." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4426.
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A questionnaire based on Gardner's Theory of Multiple Intelligences was developed and administered to forty-five second grade students in three different classrooms. Sections of the fifty-eight item questionnaire dealt with students' preferences for certain classroom activities, methods of learning, and modes of social interaction. Each student's responses were summarized to create an individual profile, indicating preference for linguistic, mathematical, and/ or spatial activity. In addition, students' preferences for receptive and/ or expressive methods of learning, and for working by themselves, with peers, or with adults were profiled.
33
Jones, Marcella Patricia. "Differentiating Instruction Through Multiple Intelligences in a Middle School Mathematics Classroom." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4226.
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Eighth grade students at a middle school in a southern state were required a mathematics pass rate of 67.6% to meet annual yearly progress (AYP). Black and Hispanic students performed below the required pass rate on state assessments; thus, the school did not make AYP from 2007-2010. In an attempt to address low test scores in mathematics, the principal assigned 1 teacher to implement multiple intelligences (MI) instructional strategies, while the other teachers (n = 3) would use traditional strategies. The purpose of this qualitative bounded, descriptive case study was to identify students' MI preferences through an MI inventory, to observe which MI strategies students used to solve problems, and to compare unit pre- and posttest scores of students who received MI strategies instruction with students who received a traditional approach. Gardner's MI theory served as the framework. Students' chosen MI included logical-mathematical, visual, and bodily kinesthetic as evidenced by students' tallied MI preferences and lesson observations. Classroom observations were analyzed with thematic analysis using open coding. Observation data revealed that students used MI techniques that aligned with their preferred intelligences to solve mathematics problems. According to unit test scores, Black and Hispanic students in the MI classes scored higher on the unit test than Black and Hispanic students in the more traditional classrooms. Based on the findings of this study, a mathematics professional development project was designed to help teachers improve instruction. These endeavors may contribute to positive social change for Black and Hispanic students when teachers design mathematics lessons using students' preferred MI to improve student achievement.
34
Kennedy-Murray, Linda N. "Teachers' Perceptions and Practices of Multiple Intelligences Theory in Middle Schools." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2071.
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Despite instructional changes and administrative support, students with learning disabilities in a middle school located in Georgia did not meet the state expectations to perform at their grade level in core subjects on the state's standardized test. The purpose of this correlational study was to determine whether a relationship existed between teachers' familiarity with Gardner's multiple intelligences (MI) theory and the MI instructional strategies they used in the classroom setting. Gardner's MI theory was used as the theoretical foundation, which supports the idea that if teachers can identify the intelligences (e.g., interpersonal, intrapersonal, visual/spatial, musical, bodily/kinesthetic, mathematical/logical, verbal/linguistic, and naturalistic) in each child and then teach to those abilities, the child will learn better. The sample included 61 middle school teachers who participated in Gardner's MI familiarity and MI practices online self-report survey. Data were analyzed descriptively and inferentially using correlations and regression. The results revealed that a majority (61%) of teachers were unfamiliar or only somewhat familiar with Gardner's MI theory. A simple linear regression revealed no significant relationship between teacher classroom practices and familiarity with Gardner's theory. Recommendations included conducting additional research on MI with a larger sample; additional research was also recommended on the best classroom practices for teachers to support a wide range of diverse learners. Implications for positive social change include providing the local site with information and recommendations that will further the dialogue related to what schools can do to promote learning and academic success for all students.
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Monforto, Leslie-Ann D. "A correlational study on how reading scores are affected by complementing learning and teaching styles in multiple kindergarten settings /." Full text available online, 2006. http://www.lib.rowan.edu/find/theses.
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Akbas, Aydin. "The Effects Of Multiple Intelligences Based Instruction On Sixth Graders&." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/2/1005867/index.pdf.
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The purpose of the study was to investigate the effects of multiple
intelligences based instruction on sixth grade students�
science achievement, and attitudes towards science. This experimental research was conducted in the 2nd term of 2002 &
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2003 educational year with sixth graders in METU Ankara College Primary School, and lasted for three weeks. A randomly chosen class was assigned to the experimental group and instructed by Multiple Intelligences Science Instruction, and the other randomly chosen class was assigned to the control group and instructed by Traditionally Designed Science Instruction. A total 50 students&
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scores were used for the analyses. Two classes were instructed with the same teacher. The background of the teacher was sufficient to apply multiple intelligences teaching strategies from the seminars that the teacher had been participated. The measuring tools were Science Achievement Test and Science Attitude Scale. Also an interview were made with the teacher of the groups. The pilot study was conducted with 57 sixth grade students in Atatü
rk Primary School in Nigde. According to the results of the pilot study, some questions were revised in Science Achievement Test. Science Achievement Test and Science Attitude Scale were administered twice as pretest before the treatment and as posttest after the treatment to both groups to assess and compare the effectiveness of two different types of instruction utilized in science teaching. The data obtained from the posttests were analyzed by statistical techniques of multivariate analyses of covariance (MANCOVA). Results of the statistical analyses indicated that multiple intelligences science instruction was more effective than traditionally designed science instruction with respect to science achievement. However, the statistical analyses failed to show any significant differences between the experimental and control group&
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s attitudes towards science. The teacher of the groups had positive views and opinions about the implementation of the theory.
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Chao, Tzu-Chia. "Teaching and learning EFL through multiple intelligences : voices from a university classroom." Monash University, Faculty of Education, 2004. http://arrow.monash.edu.au/hdl/1959.1/5430.
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Brown, Jeffrey Wardlaw. "Essential understandings exploring my personal relationships with the multiple intelligences through art /." CONNECT TO THIS TITLE ONLINE, 2007. http://etd.lib.umt.edu/theses/available/etd-07232007-123044/.
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Mehta, Sonia R. "Multiple Intelligences and how Children Learn: An Investigation in one Preschool Classroom." Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/32137.
Full textAbstract:
The purpose of this study was to gain understanding of how children learn when they are engaged in child initiated, teacher guided activities. Specifically, children's learning processes were documented and interpreted based on how they use their multiple intelligences. Multiple Intelligences refers to Howard Gardner's model of multiple intelligences and his view of how children have many cognitive strengths. Ethnographic methodologies were used to observe, document, and interpret children's behaviors and interactions in the classroom. Seven children were chosen to be focused on for this study out of 15 participants in one preschool classroom at a university Child Development Laboratory setting. The researcher has been the head teacher for these 7 children for two years, which allowed the researcher to gain a better understanding of childrenâ s different intelligences and different ways of learning.
After collecting and analyzing the data, the researcher found that the children's propensities for learning remained fairly consistent over the course of two years. It became evident that the role of the teacher is very important, as the teacher must be an intimate observer and listener of the children. Teachers and educators should be in constant communication with parents and each other about the child's growth and development and tendencies for learning. By providing children with learning opportunities for the child to use their cognitive strengths, teachers are motivating children and encouraging them to learn. If children see that they can succeed, they may continuously have the motivation to learn.Master of Science
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IYER, NITHYA N. "INSTRUCTIONAL PRACTICES OF TEACHERS IN SCHOOLS THAT USE MULTIPLE INTELLIGENCES THEORY (SUMIT)." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1147885887.
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O'Brien, Patrick J. "Gardner's theory of multiple intelligences and its implications for the counselling of children." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36597/1/36597_Digitised%20Thesis.pdf.
Full textAbstract:
This study investigates the application of Gardner's (1983) theory of multiple intelligences to the counselling of children, particularly young children, who have not developed the language required for more verbally orientated counselling sessions.
Specifically this thesis asks: Does Gardner's theory of multiple intelligences have an application to counselling theory, and if so how would this theory impact on counselling practice?
The implication of applying Gardner's theory of multiple intelligences to counselling is examined through ten case studies. Data was collected over a five month period of reflection on the author's counselling practice. Results are reported in two ways. The first is through a typical case study report. The second is through a narrative that offers a higher level synthesis of the research outcomes.
The finding of this study heavily supports the use of the theory of multiple intelligences in the counselling of children. The use of each of the seven intelligences proposed by Gardner opens opportunities for clients to raise and explore personal counselling issues. Expression of feelings associated with these issues and the integration of knowledge of self using the seven intelligences, is examined throughout the study.
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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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"Multiple Intelligences in the Classroom." TopSCHOLAR, 2008. http://digitalcommons.wku.edu/stu_hon_theses/138.
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Ferris, Gretchen K. Edmondson Laura. ""There are no small intelligences" recognizing multiple intelligences in theatre education /." 2003. http://etd.lib.fsu.edu/theses/available/etd-08272003-212604.
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Thesis (M.A.)--Florida State University, 2003.Advisor: Dr. Laura Edmonson [sic], Florida State University, School of Theatre. Title and description from dissertation home page (viewed Oct. 1, 2003). Includes bibliographical references.
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Hsieh, Tzu-Jung, and 謝日榮. "The Effects of Multiple Intelligences Instruction on Multiple Intelligences in Computer Instruction for the Junior High School Students." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/45841585722832998418.
Full textAbstract:
碩士國立高雄師範大學
工業科技教育學系
91
The present study investigates the effects of the multiple intelligences instruction on multiple intelligences in computer instruction for the junior high school students. In addition, the quasi-experiment design was employed in this study. This study adopted “nonequivalent pretest-posttest control group design”. The samples were chosen from two classes of ninth-grades in Kaohsiung. One class was the experimental group, while the other was the control group. The experimental group was received multiple intelligences instruction for eight weeks (one lesson per week), whereas the control group was received traditional computer instruction. The employed instruments included Multiple Intelligences Appraisal and Questionnaire of Learning Opinion. The quantitative data were analyzed by one-way ANCOVA. Based on the data analyses, both quantitative and qualitative, the findings of the study were described as follows: 1. In Multiple Intelligences Appraisal, statistically significant differences were found between the experimental group and the control one. 2. Most students agreed that the multiple intelligences instruction could promote their learning interest and motivation. Besides, the multiple intelligences instruction could help the students understand their multiple intelligences and learning well.
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許文馨. "An Experimental Study of Multiple Intelligences Teaching." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/41767661237402397937.
Full textAbstract:
碩士國立高雄師範大學
教育研究所
103
An Experimental Study of Multiple Intelligences Teaching for the Kindergarten Abstract The purpose of this experimental study was to investigate the effects of using multiple intelligence teaching for the Kindergarten students in the development of multiple intelligences and six areas of the curriculums, and expect to develop a teaching model for the Kindergarten teachers. This research adopted a quasi-experimental study design. The subjects were totally sixty students of two classes in a Kindergarten to have an eight-week experiment teaching. The students of the experimental group were taught with multiple intelligence teaching, and the control group is the contrast with traditional lecture teaching.The instruments of this research included. Multiple Intelligences Scale for young children, and the Scale in six areas. The data collected were analyzed by a single factor ANCOVA independent sample, tested the differences between two groups of students on promoting the learning effect of multiple intelligence development and six areas. There are four conclusions in this study: I. The post-test scores of the multiple intelligence teaching on intellectual development for the experimental group are significantly higher than the "Controlled group." II. The deferring-test scores of the multipleintelligence teaching on intellectual development for the experimental group students are not significantly higher than the " Controlled group." III. On the post-test scores of the six areas learning the experiment group are significantly higher than the""Controlled group." IV. The deferring-test scores of the six areas learning for the experimental group are significantly higher than the " Controlled group." The results in this study show that the multiple intelligence teaching can promote the students’ learning effect of multiple intelligence development and six areas. This researcher propose some suggestions for education and future research. Keyword : Multiple Intelligences teaching ,Six areas of learning
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Huang, Yo-Yang, and 黃友陽. "A Survey Study of Multiple Intelligence,Teaching Beliefs about Multiple Intelligences andTeaching Effectiveness for the Preschool School Teachers." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/02118237703137738929.
Full textAbstract:
碩士朝陽科技大學
幼兒保育系碩士班
95
A Survey Study of Multiple Intelligence, Teaching Beliefs about Multiple Intelligences and Teaching Effectiveness for the Preschool School Teachers Yoo-Yang Huang Abstract This study aims to delving into the relationship among multiple intelligence, teaching beliefs about multiple intelligences and teaching effectiveness for the preschool school teachers. The main points are to realize the condition between teaching beliefs about multiple intelligences and teaching effectiveness of the preschool school teachers. Analysis the difference of the preschool school teachers under different individual and environmental background variables, and the correlation among multiple intelligence, teaching beliefs about multiple intelligences and teaching effectiveness. The last step is to use Stepwise multi-regression analysis method to parse whether multiple intelligence, teaching beliefs about multiple intelligences of all kinds can foresee teaching efficiency. . Apart from using literatures to discuss the theories and related researches for teaching beliefs about multiple intelligences and teaching effectiveness for the preschool school teachers, this study adopts questionnaire and interview surveys by collecting questionnaire and interview data about multiple intelligence, teaching beliefs about multiple intelligences and teaching effectiveness from registered public and private preschool school in Taichung City, Taichung County, Changhua County, and Nantou County. By stratified random sampling to conduct the sampling, a total of 678 questionnaires were distributed with 514 effective ones retrieved. The study tool used are “Questionnaire of Multiple Intelligence for the Preschool School Teachers. ”by Jeng Bor-Jen and self-designed “Questionnaire of Teaching Beliefs about Multiple Intelligences and Teaching Effectiveness for the Preschool School Teachers. ” After retrieving questionnaires, statistical methods such as descriptive statistics, one-way ANOVA, Pearson’s Product-moment correlation, and Stepwise multi-regression were used to conduct data analysis. In the respect of interview survey, the phone interview on five Preschool School teachers was conducted. Findings of this study bring out nine conclusions given below: 1.It shows a good status for preschool school teachers’ teaching beliefs about multiple intelligences which has widely earned positive affirmation and recognition from teachers widely, among which the aspect of “Curriculum Design” is considered important. 2. There is no significant difference in teaching beliefs about multiple intelligences for the preschool school teachers. 3.Generally, preschool school teachers’ teaching effectiveness presents good performance. 4.Affected by background factors such as “teachers’ age”, “teachers’ teaching seniority”, “nature of preschool school ” and “areas of preschool school”, it appears difference for preschool school teachers’ teaching effectiveness. 5. It presents positive correlation for relationship between multiple intelligence and teaching beliefs about multiple intelligences in preschool school teachers. 6. It presents positive correlation for relationship between teaching beliefs about multiple intelligences and teaching effectiveness in preschool school teachers. 7. It presents positive correlation for relationship between multiple intelligence and teaching effectiveness in preschool school teachers. 8. The preschool school teachers’ multiple intelligence has explanation of the teaching effectiveness, The preschool school teachers’ multiple intelligence can make prediction of the teaching effectiveness. 9. The preschool school teachers’ teaching beliefs about multiple intelligences has explanation of the teaching effectiveness. The preschool school teachers’ teaching beliefs about multiple intelligences can make prediction of the teaching effectiveness. Finally, we would come up suggestion for competent authorities in educational administration, Preschool School, Preschool School teachers, and future studies according to findings, in the hope that these suggestion benefit to future development for early childhood education. Keywords: Preschool School Teachers, Multiple Intelligence, Teaching Beliefs about Multiple Intelligences, Teaching Effectiveness.
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Pienaar, Hester Catharina. "Application of accelerated learning techniques with particular reference to multiple intelligences." Thesis, 2008. http://hdl.handle.net/10500/2021.
Full textAbstract:
The aim of this study was to determine the possible successes and pitfalls in implementing a process to accelerate learning and raise learner performance through a multiple intelligence approach.
A study of the theory of Multiple Intelligences was conducted which also implied a thorough study of the physiology of the brain, how it learns and how it should be utilised in the classroom.
A case study was conducted amongst the learners and teachers of a specific school to determine their ability, willingness to change and their performance in the application of Multiple Intelligences in the classroom. The challenges associated with the implementation of the MI approach were established through different methods.
It was found that teachers have much more difficulty in adapting to a new teaching approach than the learners. Time constraints, constant monitoring and support, teacher training, teachers' attitude to change, big classes, a lack of resources and teacher resistance added to the reality which policy makers have to consider in implementing a new approach.EDUCATIONAL STUDIES
MED (DIDACTICS)
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CHU, PEI-LING, and 朱佩玲. "APPLYING THE MULTIPLE INTELLIGENCES THEORY INTO READING EDUCATION." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/31855467632794105267.
Full textAbstract:
碩士輔仁大學
教育領導與發展研究所
97
The research aimed to investigate the effectiveness of integrating the multiple intelligences into the teaching of mandarin reading and to inspire the researcher’s teaching belief, materials and approaches as well. After analyzing the characteristics and demand of the target students, the researcher focused the mandarin reading teaching on the following four intelligences: linguistic intelligence, logical-mathematical intelligence, intrapersonal intelligence and interpersonal intelligence and designed a series of curriculum to implement for one semester. Through collecting data and analyzing all the information from peer teaching observation, interviews, students’ performance on learning mandarin, self-evaluation of multiple intelligences, the questionnaire of students’ learning attitude and interview, and the reflective diaries kept by the researcher, the research came to the following significant findings. First, from the perspective of the students: integrating multiple intelligences into teaching of reading mandarin could promote students’ interest in learning the language, improve the performance on it and advance their self understanding and performance on multiple intelligences. Second, from the perspective of teachers: the researcher took a firmer attitude towards the concept of student-centered learning style. Besides, by constructively understanding the MI Profile of the differences between ordinary and specially-distinctive students, the researcher realized the uniqueness of learning styles and furthermore developed an idea to create different teaching projects. As far as the understanding of the belief of teaching language is concerned, the researcher became aware that the main idea of teaching language was to more emphasize the ability of self-learning, tried to guide students to learn by presenting excellent authentic work and enhanced the interaction and maturity of students by arranging more resonating learning styles with multiple intelligences among students organizations.
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Chen, Hui-Ju, and 陳慧如. "The study of the multiple intelligences computerized testing." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/66543328800833342613.
Full textAbstract:
碩士國立臺中教育大學
教育測驗統計研究所
99
This study was used to develop a computerized online adaptive multiple intelligences scale (MIS) for the grade six and seven students. That can be used to evaluate the development of different intelligences and assessment about gifted identification. This study includes two different sections. Firstly, to design the multiple intelligences scale by two-way specification table from literature reviews. The establishment of the examination banks by the test parameter after multiple intelligences scale and development a computerized online test system. Secondary, that was used to evaluate the correlation to the identification for the gifted students in general intelligence. To expect that can used for the identification of the process. The result showed that, the preparation of the multiple intelligences scale average Cronbach’s coefficient was 0.921. Furthermore, the gifted identification of the general intelligence of junior high school students in Taichung as criteria identified. The correlation coefficient between the score of the multiple intelligences scale and passed through the gifted identification or not was 0.719. It was significant correlation showed it had nice criterion-related validity. Finally, it also had related suggestion to the educators.