Rozprawy doktorskie: „Multiple intelligence theory”

1

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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2

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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3

Dennis, Robb. "Multiple Intelligence Theory and its Application in Modern Vocal Pedagogy". Scholarship @ Claremont, 1998. http://scholarship.claremont.edu/cgu_etd/99.

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In 1983, Howard Gardner shook the foundations of intelligence testing and the field of education by suggesting that there are seven distinct intelligences. These intelligences had testable and distinct attributes that were supported by his research at the Boston Veterans Administration. This research cited the existence of savants and prodigies, isolation by brain damage, and psychometric findings as support for Multiple Intelligence Theory. Widely accepted by the education community at large, the application of MI principles has been further elaborated in the writings of Thomas Armstrong and David Lazear. Can the principles of Multiple Intelligence Theory be applied in the area of modern vocal pedagogy? After surveys of the foundations of vocal pedagogy and the principles ofMI theory, the author suggests they can. What follows is an analysis of two current vocal pedagogy texts, Van Clu·isty's Foundations in Singing and Jan Sclunidt's Basics of Singing to determine the variety and use ofMI principles in each. After the analysis, the author suggests applications of MI principles, using aspects of their song learning chapters as a template that can be adapted to any vocal pedagogy text.

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4

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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5

DeGennaro, Alfred Joseph. "Application of Multiple Intelligence Theory to an e-Learning Technology Acceptance Model". Cleveland State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1273053153.

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6

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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7

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.

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8

Doran, Gary Brian Jr. "Multiple-Instance Learning from Distributions". Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1417736923.

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9

Presley, Arzu Irfan. "An Investigation Of The Teaching-learning Process Based On Multiple Intelligence Theory In A High- School Biology Course". Phd thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/3/12606229/index.pdf.

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This study sought to investigate the effects of multiple intelligences based instruction (MIBI) and learning styles on ninth graders&
#8217
attitudes toward biology, biology achievement, and overall multiple intelligences. This experimental research was conducted in the second term of 2002-2003 educational year in Eregli high school. The sample involved in the study consisted of 64 students from the two different ninth grade classes taught by the same teacher. One class was assigned as the experimental group in which students were exposed to MIBI, whereas the other class was assigned as the control group in which students were exposed to traditional instruction in the unit of diversity and classification of living organisms. The data were obtained from attitudes toward biology scale, unit achievement test, multiple intelligences and Kolb&
#8217
s learning style inventories, interviews with the students and the teacher, and observations in the experimental classroom during the treatment. Multivariate Analysis of Covariance was used for the quantitative data obtained from measuring tools. Results indicated that there was a significant effect of MIBI on students&
#8217
attitudes toward biology and biology achievement, but there was not any significant effect of MIBI on students&
#8217
overall multiple intelligences. In addition, there was not any significant effect of the students&
#8217
learning styles on their attitudes toward biology, biology achievement, or overall multiple intelligences. Moreover, interpretations of the interviews with the students and the teacher, and the observations of the experimental classroom indicated that MIBI had positive contributions on teaching and learning process.

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10

Botelho, Maria Do Rozário de Lima. "Multiple intelligences theory in English language teaching: An analysis of current textbooks, materials and teachers’ perceptions". Ohio University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1079466683.

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11

Massalski, Dorothy Clare. "Cognitive Development and Creativity in a Navajo University Student: An Explorative Case Study using Multiple Intelligence Perspective". Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/193981.

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Intelligence and creativity are concepts used to describe the efforts of human beings to achieve the highest aspirations of the human brain-mind-spirit system.Howard Gardner, intelligence and creativity researcher, applied his Multiple Intelligence theory to case studies of creative masters from seven intelligence domains developing a template for research: Life Course Perspective: A Framework for Creativity Analysis. The framework consists of four sections: Child and Master, Creation of a Work, an Analysis of Creativity, The Creator and the Field, and Fruitful Asynchronicity. This case study uses Gardner's framework in examining cognition and creativity in a Navajo/Dineh university student creating in fine arts and nominated in bodily-kinesthetic and intra-personal intelligence. This explorative case study reveals that he also excels in other intelligence domains: linguistic and spatial. Meta-cognitive interviews with the case study subject, and his notebooks provide the data sources concerning his cognition and his creativity.Indigenous educators and researchers assert that there is a discernible difference in perspectives concerning western science conceptions and Indigenous experience. This research discovered points of resonance as well as tangential trajectories of cultural difference from Gardner's research conclusions. Discoveries in this exploration confirm the importance of culture and zeitgeist in knowledge development, pedagogy, schoolingand the creativity process. Emerging themes emanating from these discoveries areChild of the Holy People, Sacred Geography, and Fruitful Asynchronicity from an Indigenous Perspective.Conclusions from this inductive research support Gardner's framework in the cultural study of cognition and creativity, underscores the value of Multiple Intelligence theory, and provide examples of praxis consonant with Indigenous learning processes for Gifted & Talented Education. The American Indigenous symbiotic and synergetic perspectives are novel in the examination of intelligence and creativity in the American education system. The American Indian perspectives are possibly prophetic as they proceed beyond culture and Gifted education intersecting and informing other fields: psychology, educational anthropology, philosophy, and Indigenous studies both in American populations as well as Indigenous gifted students worldwide.

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12

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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13

Chen, Shu-Fen, i res cand@acu edu au. "Cooperative Learning, Multiple Intelligences and Proficiency: application in college English language teaching and learning". Australian Catholic University. Faculty of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp120.25102006.

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The purpose of this research is to investigate whether the implementation of Cooperative Learning (CL) activities, incorporating the insights given by Howard Gardner’ (1993) theory of Multiple Intelligences (MI) and the notion of Whole Language Approach (WLA) in college EFL classrooms will have a positive effect on students’ language proficiency and attitude. A quasi-experimental study was developed. The site of this study was in an EFL classroom in a Taiwanese College. The subjects were from the researcher’s three English classes at Chung Hwa Institute of Medical Technology during one semester. Many learning activities based on Gardner’s theory of Multiple Intelligences were used while a Cooperative Learning approach was practiced. The data for this study was collected from three sources. One was from the subjects’ questionnaires on attitudes and on motivation, regarding Cooperative Learning and Multiple Intelligences. Another was from student interviews. The third was from the students’ test scores on their language proficiency tests. The results of the study showed that the experimental group that was taught using the ideas based on CL and MI outperformed the group based on CL, and the control group, on the Simulate English General Proficiency tests for the four language skills. Though there were no significant differences among them within this short-time study, the motivation in learning English was enhanced a great deal for the experimental group that was taught using the CL and MI ideas. Based upon the insight gained from this study, CL, MI, WLA and Language Learning Center were thus recommended to be integrated into the Junior College English curriculum. Pedagogical implications for the application of CL and MI in an EFL classroom were developed. Above all, suggestions for teacher development in CL and MI were proposed. Finally, suggestions for future research have been recommended.

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14

Williams, Patrick Anthony. "Exploring Teachers' and Black Male Students' Perceptions of Intelligence". Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/217.

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This study explored teachers' perceptions of intelligence of 11th-grade Black male students and how students themselves perceived their own intelligence in light of Howard Gardner's Theory of Multiple Intelligence. Qualitative research methods were used to gain novel understanding of the students' and teachers' feelings, and perceptions as outlined in the research questions. Two versions of ecological systems theory provided the underpinnings for the framework of this study: 1) Brönfenbrenner's Ecological Systems Theory, and 2) Spencer's PVEST (Phenomenological Variant of Ecological Systems Theory) model, which is an adaptation of the ecology model to Black students in the United States. In a large urban school district in the Southeast section of the United States, twenty-six students completed an online survey of Gardner's Multiple Intelligences. Seven Black male students were selected and interviewed along with ten of their teachers. The study found that despite the negative stereotypes toward Black males by society, the Black male students in this study interpreted intelligence to be multifaceted and perceived themselves as intelligent Black males. The teachers of the Black male students perceived them as intelligent and also interpreted intelligence to be multifaceted. The Black male students were resilient in debunking the idea that Black males were not considered intelligent in a society where negative Black male stereotypes abound.

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15

Fisher, Tanya A. "The impact of Multiple Intelligence Theory on teacher perception of giftedness and the referral of African American students to Gifted and Talented Education programs". Thesis, Azusa Pacific University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3564572.

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Programs for gifted students have been criticized for narrowly defining giftedness as merely cognitive or academic performance. Teacher referrals are usually an important component of identifying gifted students. Teacher perceptions, low expectations, and lack of cultural competence are perceived as barriers to the access of Gifted and Talented Education programs for African American students. This study examined the impact of teachers’ knowledge of Gardner’s Multiple Intelligence Theory (Gardner, 1983, 2006, 2011) on their perception of giftedness in the referral of African American students to Gifted and Talented Education programs. Research questions were: (a) What is teachers’ knowledge of the current district criteria for referral of students to Gifted and Talented programs? (b) Are there differences in the conceptions of referral criteria of teachers with training in MI Theory vs. teachers without training in MI Theory? (c) Are there differences in teacher attitudes, perceptions, and beliefs on giftedness in teachers having training in MI Theory vs. teachers having no training in MI Theory? (d) How do cultural factors impact teacher perceptions of giftedness in African American students, in teachers with training in MI Theory vs. teachers without training in MI Theory, and the referral of African American students to Gifted and Talented Education programs? Using a mixed-methods approach, a quasi-experimental design and qualitative inquiry were utilized. Findings indicated that all teachers demonstrated limited knowledge of district referral criteria. However, teachers having MI Theory training demonstrated greater knowledge of the district’s Alternative Referral and Identification Criteria. Conceptual differences were found in the need for alternative pathways such as peer nominations. Findings noted differences for teachers having training in MI Theory with greater knowledge of characteristics of giftedness and the impact of that knowledge on cultural factors relating to students’ use of non-standard English in the perception of giftedness. Greater focus on leadership is needed in the current federal definition of giftedness. Overall, findings suggested that training in Multiple Intelligence Theory provides a framework for greater understanding of the multifaceted attributes of intelligence, which may result in greater opportunities to identify non-traditional areas of giftedness in African American students.

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16

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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17

Uysal, Emel. "The Relationships Between Seventh And Tenth Grade Students&#039". Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/3/1085554/index.pdf.

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This study aimed to explore the self-estimated intelligence dimensions of seventh and tenth grade students, and the effect of grade level, gender, age, socio economic status (SES), physics/science achievement, and branch in school (science-math/literature-math/social sciences-literature) on these dimensions. In this study a Multiple Intelligence Inventory was used as measuring instrument. The study was conducted in randomly selected 26 elementary and 7 high schools throughout Ç
ankaya, Keç
iö
ren and Yenimahalle districts of Ankara with a total of 3721 seventh and tenth grade students in fall 2003-2004 semester. The data obtained from the administration of the measuring instrument were analyzed by using multivariate analysis of variance (MANOVA) and bivariate correlations. Results indicated that most dominant intelligence of seventh, tenth, and all students was the interpersonal intelligence according to their self-perceptions. Results of the statistical analyses indicated that grade level of students had a significant effect on their self-estimated intelligence dimensions. Strengths and weakness of the students vary according to their grade level. Also, significant differences found in female and male students&
#65533
self-estimated intelligence dimensions for both two different grade levels, and tenth grade students coming from three different branches. Bivariate correlations revealed low positive correlations between science achievement and interpersonal intelligence of seventh graders.

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18

Huffman, Celia A. "Student Interactions With CD-ROM Storybooks: A Look At Potential Relationships Between Multiple Intelligence Strengths And Levels Of Interaction". Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1332695988.

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Charas, Solange. "DOES UPPER ECHELONS TEAM DYNAMIC MATTER? THE CRITICALITY OF EXECUTIVE TEAM BEHAVIOR IN ECONOMIC VALUE CREATION". Case Western Reserve University School of Graduate Studies / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=case1395319255.

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20

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).

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21

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

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22

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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Temiz, Nida. "Implications Of Multiple Intelligences Theory On 1st Graders&#039". 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&rsquo
Literacy 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.

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24

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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26

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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27

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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28

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 JANEIRO
COORDENAÇÃO 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.

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29

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.

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30

Franco, González Sandra Atenea, i 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.

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31

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.

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32

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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33

Backman, Thomas, i Per-Jonas Svensson. "Tarzan and the shattered mind : en kvalitativ studie av teorin om de multipla intelligenserna i relation till gymnasieskolans friluftslivsundervisning". Thesis, Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-335.

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Sammanfattning

Syfte och frågeställningar

Syftet med studien har varit att undersöka relationen mellan multipla intelligenser och skolans friluftslivsundervisning. Frågeställningarna har varit:

Vilka intelligenser utvecklas inom skolans friluftslivsundervisning, enligt lärare och elever?

Genom vilka moment i friluftslivsundervisningen utvecklas intelligenserna?

Metod

Datainsamlingen har skett genom ostrukturerade, djupgående intervjuer. Två lärare och två tredjeårselever på gymnasiet har enskilt intervjuats om hur friluftsliv har bedrivits i skolundervisningen. Intervjuerna har analyserats med ett schema, byggt på Howard Gardners teori om de multipla intelligenserna men utformats att tillämpas på friluftsliv.

Resultat

Resultaten visar att paddling stimulerar interpersonell, kroppslig, visuell-spatial och logisk-matematisk intelligens. Under orientering tränas följande intelligenser: logisk-matematisk, kroppslig och visuell-spatial. Till skillnad från den intrapersonella och visuell-spatiala intelligensen råder det bland respondenterna delade meningar om naturintelligensen stimuleras under vandring eller ej. I lägerliv stimuleras interpersonell och logisk-matematisk intelligens men också visuell-spatial, kroppslig och verbal-lingvistisk. I granskningen av klättring visar resultaten att alla intelligenser, utom naturintelligensen och den musikalisk-rytmiska intelligensen, aktiveras. Under långfärdsskridskoåkning tränas alla intelligenser utom naturintelligensen och den visuell-spatiala. Det råder dock bland respondenterna delade meningar om den musikalisk-rytmiska intelligensen aktiveras. Under utförsåkning stimuleras verbal-lingvistisk, kroppslig, intrapersonell samt interpersonell intelligens.

Slutsats

Enligt elever och lärare aktiveras samtliga intelligenser, utifrån vår tolkning av Gardners teori, i friluftslivsundervisningen. Det fanns dock motsägelser i respondenternas berättelser huruvida naturintelligensen aktiveras eller inte.

Abstract

Aim

The aim of the study was to investigate the relation between the multiple intelligences and outdoor life education in school. The questions at issue were:

What intelligences are developed within the outdoor life education in school, according to teachers and students?

In what activities in outdoor life education are the intelligences developed?

Method

The data for the report have been assembled by unstructured interviews. Two teachers and two students were interviewed one by one on the subject of how they practically operated in outdoor life education in school. The interviews have been analyzed with an analyze schedule, based on Dr. Howard Gardner’s theory of the multiple intelligences and formed to apply at outdoor life.

Results

In accordance with the respondents statements, canoeing stimulates the interpersonal, bodily, spatial and logical-mathematical intelligence. Following intelligences are improved during orienteering: logical-mathematical, bodily and spatial. There were, in opposite to the intrapersonal and spatial intelligence, different opinions whether the naturalist intelligence was stimulated during hiking or not. During camping the interpersonal and mathematical intelligence, as well as spatial, bodily and linguistic intelligence, are stimulated. The review of the results about climbing shows that all intelligences except the musical and the naturalist intelligence are activated. During tour skating on ice all intelligences, except the spatial and the naturalist intelligence are trained. Nevertheless, there are different opinions among the respondents whether the musical intelligence is activated. Downhill skiing stimulates linguistic, bodily, intrapersonal and interpersonal intelligence.

Conclusion

According to the respondents, all of the intelligences, proposed by Howard Gardner, are activated in outdoor life education in school. However, there were contradictions in the respondents’ statements, whether the naturalist intelligence was activated or not.

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34

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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35

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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36

Akbas, Aydin. "The Effects Of Multiple Intelligences Based Instruction On Sixth Graders&amp". 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&
#65533
science achievement, and attitudes towards science. This experimental research was conducted in the 2nd term of 2002 &
#65533
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&
#65533
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&
#65533
s attitudes towards science. The teacher of the groups had positive views and opinions about the implementation of the theory.

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37

Zaiuddin, Syed Muhammad. "Intelligent control schemes for single and multiple arm robotic systems". Thesis, University of Sheffield, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319447.

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38

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.

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39

Goodnough, Karen Catherine. "Exploring multiple intelligences theory in the context of science education, an action research approach". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0026/NQ49853.pdf.

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40

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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41

Perez, Dennis Derne. "The effects on student performance related to the contributions of the multiple intelligences theory". CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1668.

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42

Fashun, Christopher Herbert. "Developing musicianship from the podium : adapting the Theory of multiple intelligences to the instrumental rehearsal". Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/3291.

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The purpose of this study is to collect a variety of conducting texts and resources and assess which texts, if any, suggested pedagogical techniques that make appropriations for various learning styles of individuals in the ensemble. The term learning styles is derived from Howard Gardner's Theory of Multiple Intelligences wherein he makes the assertion that every person possesses the nine intelligences and that each person has a natural disposition to at least one intelligence (or learning style). After having evaluated numerous conducting texts and resources, there exists a lack of assessing and teaching to learning styles. Most conducting curricula do not give attention to the idea that the musicians and students represent many learning styles and need to be provided with a variety of examples to enhance their understanding of the music. Consequently, enhancing understanding raises the level of their musicianship and elevates the overall quality of the ensemble and music program. The most significant contributor in music education to integrating pedagogical techniques that address a broad range of learning styles is Edward S. Lisk. A former band director and now an internationally renown clinician and conductor, Mr. Lisk has written several books on alternative rehearsal strategies. His most recent book, The Creative Director: Conductor, Teacher, Leader, briefly explains how the Theory of Multiple Intelligences is uniquely suited for both the conductor and the students. Mr. Lisk's claims regarding the benefits of teaching to multiple learning styles focus on individual enhancement and understanding of playing a instrument and to provide compelling evidence to administrators, parents, and the community to show the inherent value of a music program. This study acknowledges and supports Lisk's observations and claims, but sets out to enhance musical understanding and performance levels through rehearsal techniques that address multiple learning styles. Before providing a model for incorporating pedagogical techniques that address multiple learning styles, assessment methods of student's MI (multiple intelligences) will assist the conductor in determining what types of intelligences the students possess. When this information is gathered, a conductor/music educator can begin to infuse examples into the rehearsal. The final goal of this study is to present several rehearsal strategies categorized by each MI as a model as to how conductor/educators can incorporate pedagogical strategies into their rehearsals to draw each student into a deeper understanding of the music, raise the level of musicianship, which promotes more expressive music-making. These rehearsal strategies can be utilized with technical or expressive issues. For example, a director is teaching the string section the difference between playing accompanimental motor rhythms in Mozart to those of Beethoven. For the visual-spatial learner, drawing a diagram on the board showing the trajectory shape of the bow across the string can assist the student by seeing what each bow stroke looks like. For a bodily-kinesthetic learner, showing what each bow stroke looks like, allowing the student to try it, and solidifying understanding with feeling the difference of each stroke and recognizing how each sounds. As an additional strategy to the former, the director could have each section demonstrate each bow stroke and ask the other students for feedback that incorporates a technique for the interpersonal learning style. Further examples with suggestions for expressive aspects of music for various learning styles are also included.

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43

Botelho, Maria do Rozário de Lima. "Multiple intelligences theory in English language teaching : an analysis of current textbooks, materials and teachers' perceptions /". Ohio : Ohio University, 2003. http://www.ohiolink.edu/etd/view.cgi?ohiou1079466683.

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44

Amorim, Iara Rodrigues de. "Competência em informação baseada em inteligência". Universidade Federal do Rio de Janeiro / Instituto Brasileiro de Informação em Ciência e Tecnologia, 2013. http://ridi.ibict.br/handle/123456789/706.

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Made available in DSpace on 2015-10-19T11:50:08Z (GMT). No. of bitstreams: 1 iara rodrigues de amorim mestrado 2013.pdf: 922330 bytes, checksum: 5f97b013343fd2b4f58f152dd485ba65 (MD5) Previous issue date: 2013-03-11
This study aimed to correlate intellectual skills that compose the Multiple Intelligences Theory with Information Literacy model s informational competencies, using the Virtual Health Library of Infectious and Parasitic Diseases (VHL DIP) by lay users, defined in this study as users/learners. The study followed a descriptive-qualitative approach using the Systematic Review of the Literature as a data collection method, introspective technique based on "Thinking Aloud" on Single Verbal Protocol mode and also a semi-structured interview. We identified one hundred ninety-five characteristics, skills and/or specific core competencies of the eight Multiple Intelligences established and potential correlations with the Information Literacy model, as evidenced by the gaps between both competencies. It might be inferred that the noticed correlation between skills and/or cognitive skills that set and characterize the Multiple Intelligences and Information Literacy is evident, in general on action verbs, which also characterize the core concept of each intelligence or competence. Thus, it may be argued that these action verbs are equally important to define processes and contents of information training programs for users/learners, leading to both skills intellectual and informational and potentially contributing to learning along the whole life. Some applications already existing in literature or implemented in practice were found, as well as new action suggestions were pointed out to be implemented by information professionals, whatever their professional environment, which is one of the contributions of this study, with special emphasis on the improvement of information training programs for users/learners within or outside the school or academic sphere. As results of the Systematic Review of the Literature, there were been analyzed thirty-nine publications, seven articles being considered relevant, emphasising on empirical research reported in them. And, as results of application of the Verbal Individual and semi-structured interview, it was obtained the characterization of the users/learners who participating in the empirical research, the identification of the manifestations of Multiple Intelligences of users/learners in interaction with VHL DIP and the analysis of perceptions and competencies required by these users when they were using this source of information. It can be highlighted the relevance of Information Literacy and Intelligence for Health, since they can contribute to health promotion, to health literacy and life quality. Likewise, it can be concluded that the stimulus to the development of intelligence lead to Information Literacy development, as the same way as the encouragement of Information Literacy contribute to the development of Multiple Intelligences, which again shows the reciprocal relationship between both competencies and skills cognitive and informational
O presente estudo objetivou correlacionar competências intelectuais que compõem as Inteligências Múltiplas com competências informacionais do modelo de Competência em Informação, no uso da Biblioteca Virtual em Saúde de Doenças Infecciosas e Parasitárias (BVS DIP) por usuários leigos, entendidos nesta pesquisa como usuários/aprendizes. O estudo seguiu um delineamento descritivo e qualitativo utilizando-se como métodos de coleta de dados a Revisão Sistemática da Literatura, a técnica introspectiva do Pensar Alto (Thinking aloud) na modalidade Protocolo Verbal Individual e a Entrevista Semiestruturada. Foram identificadas cento e noventa e cinco características, habilidades e/ou competências essenciais específicas das oito Inteligências Múltiplas e estabelecidas as potenciais correlações com o modelo de Competência em Informação, assim como se evidenciaram as lacunas existentes entre ambas as competências. Pôde-se inferir que a correlação observada entre as competências e/ou habilidades cognitivas que compõem e caracterizam as Inteligências Múltiplas e a Competência em Informação é evidente, de maneira geral, em verbos de ação, os quais caracterizam também o conceito nuclear de cada inteligência ou competência. Assim, pode-se dizer que estes verbos de ação são igualmente importantes para direcionar os processos e conteúdos dos programas de capacitação informacional de usuários/aprendizes, proporcionando o estímulo para ambas as competências intelectuais e informacionais e contribuindo potencialmente para o aprendizado ao longo da vida. Com isso, algumas das aplicações existentes em literatura ou já executadas na prática foram evidenciadas, bem como se apontaram novas sugestões de ações que podem ser implementadas por profissionais da informação, qualquer que seja seu ambiente de atuação, sendo esta uma das contribuições deste estudo, com especial ênfase no aprimoramento dos programas de capacitação informacional de usuários/aprendizes dentro ou fora do âmbito escolar ou acadêmico. Como resultados obtidos da Revisão Sistemática da Literatura, foram analisadas trinta e nove publicações, sendo considerados sete artigos pertinentes, com especial destaque às pesquisas empíricas relatadas nestes artigos. E, como resultados obtidos da aplicação do Protocolo Verbal Individual e da entrevista semiestruturada, obteve-se a caracterização dos usuários/aprendizes participantes da pesquisa empírica, a identificação das manifestações das Inteligências Múltiplas dos usuários/aprendizes na interatividade com a BVS DIP e a análise das percepções e competências requeridas por estes usuários no uso desta fonte de informação. Pode-se evidenciar a relevância da Competência em Informação e da Inteligência para a Saúde, uma vez que contribuiriam à promoção e à alfabetização em saúde, bem como a qualidade de vida. Igualmente, pode-se concluir que o estímulo às inteligências favorece o desenvolvimento da Competência em Informação, bem como o estímulo à Competência em Informação favorece o desenvolvimento das Inteligências Múltiplas, evidenciando, mais uma vez, a relação de reciprocidade entre ambas as competências e habilidades cognitivas e informacionais

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45

Wang, Cheng-Chu, i 王正珠. "A Study of Kindergarten teachers'' use of Multiple Intelligence Theory". Thesis, 2001. http://ndltd.ncl.edu.tw/handle/89073689650085700589.

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碩士
國立新竹師範學院
幼兒教育研究所
89
Abstract The main purpose of this study is to understand the process of two kindergarten teachers'' attempt to implement the Multiple Intelligence Theory in their classroom. Data collection includes participant-observation, in-depth interview, informal chat, and classroom archives. Methods such as triangulation, participants'' inspection of interview data, researcher''s reflection and classroom observation were used to increase data credibility. Data collection starts from Sep. 19th, 2000 to Mar. 31st, 2001. The major findings are as follow: 1.Six main themes developed through this period of time. Each theme had different proportion of the eight intelligences. As a whole, linguistic intelligence weighted the most while musical and intrapersonal intelligence were the lowest. 2.These two teachers'' main activity format evolved from using ''whole class activity'' to ''group activity''. There is also a gradual emphasis on individual differences during this process. Teaching strategies such as providing multiple assess to learning, careful consideration of children''s starting points, allow children to learn from their own mistakes, encourage children to discuss and cooperate with one another, consistently asking questions and providing appropriate scaffold for each child were used to enhance individual learning. 3.These two teachers used classroom log as their primary assessment at the beginning and then gradually changed to activity check-list, teacher discussion, observation record and theme-related assessment activities. The assessment of children''s abilities had moved from narrow and random recording to a more complete and authentic understanding of children. 4.Many factors affected these two teachers'' implementation of MI theory. Among those factors, ''teachers'' internal motivation'' may have played a very important role. Other factors such as ''teachers'' understanding of the theory'', ''teachers'' ability level in all eight areas'', ''partnership and reaching consensus with co-teacher'', ''lack of teaching preparation time'', ''in-service workshop'', ''availability of teaching material and other resources'', ''support from the administrators'' and ''parental support'' were all influential to these teachers. Also, ''partnership and reaching consensus with co-teacher'' and ''lack of teaching preparation time'' were two special concerns for teachers working in Taiwan''s kindergarten. Keywords: Multiple intelligence, Young children, Kindergarten teacher, assessment, Early childhood education, Kindergarten curriculum, Theory implementation.

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46

CHIU, YU-CHING, i 邱于菁. "The Study of Applying Multiple Intelligence Theory in MV Dance Teaching". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/xrw3qg.

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碩士
中國文化大學
舞蹈學系
106
This study aims to explore: assess the effect and feasibility of applying the theory of multiple intelligences to MV dance courses based on the theory of multiple intelligences. This study uses the action research method, simultaneously acts as the researcher and the teaching person's identity, in the research process carries on the data collection by the qualitative method, including: The observation record, the teaching side record, the study list, the interview record, the questionnaire feedback and so on, and uses the triangular correction method (Tri-angulation) to analysis of information. In this study, students from a national primary school dance club in Luzhou District of New Taipei City were taken as research objects, and four-week teaching action research was conducted. This study examines the application of multiple intelligence theory in MV dance teaching difficulties and solutions, and whether it can effectively enhance the growth of teachers teaching profession.

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"Teaching Home Economics with Multiple Intelligence Theory Strategies in Senior High School". 2006. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0021-2304200714182735.

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De, Vries Kimberly Marcello. "Teaching to their strengths: Multiple intelligence theory in the college writing class". 2002. https://scholarworks.umass.edu/dissertations/AAI3068551.

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This dissertation combines research in neuroscience, psychology, inter-cultural communication, and teaching with technology to envision a more balanced approach to teaching writing. Many composition scholars have proposed theories about the cognitive processes that support writing, and have suggested pedagogies based in these theories, but too often this work has evolved in isolation from the research carried out in other fields. I hope that by taking this interdisciplinary approach, I can rough out some avenues for fruitful future exploration and lay to rest some misperceptions that currently hinder our teaching. I introduce this study by sharing a brief literacy narrative, and then in Chapter One lay out the range of theories held in the composition community about writing, learning, and thinking processes. In Chapter Two, I examine how Multiple Intelligence (MI) Theory can add to our understanding these processes, and consider recent attention to cultural context. China stands out as a particularly useful example by demonstrating very a different but effective pedagogy. Recent neuroscience research supports MI Theory, and I consider how it explains the existence of multiple intelligences in Chapter Three. In Chapter Four I shift to more practical concerns; the media required by non-verbal intelligences are hard to bring into classrooms, but computer technology offers solutions to some of these difficulties. I discuss my own experiences designing an on-line writing tutorial as an example of how neuroscience can be applied to teaching with technology, then describe an introductory literature class in which I used technology to address multiple intelligences. I suggest paths of further inquiry, identifying gaps in current research on teaching with technology. When discussing computer technology, we must ensure that students can cross the “digital divide.” I look at recent studies of access to computers and the internet; analysis of these results gives a clearer picture of how we might ensure that technology serves our students, rather than acting as another stumbling block. To close, this study looks forward, suggesting questions to be addressed in the future, as well as practical steps teachers can take now, to begin addressing multiple intelligences in their college writing classrooms.

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謝曉玲. "Teaching Home Economics with Multiple Intelligence Theory Strategies in Senior High School". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/57843729081859136957.

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碩士
國立臺灣師範大學
人類發展與家庭學系在職進修碩士班
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Abstract The purposes of this study are to develop teaching strategies for home economics education in senior high school with the Multiple Intelligence Theory, and to evaluate effectiveness in students’ self-concept and learning efficiency after 8-week course with these strategies. The experimental teaching strategies are developed with the emphasis on the Multiple Intelligence Theory, and on the basis of cooperative learning model. These strategies utilize four kinds of teaching methods including critical thinking, role playing, discussion and concept mapping. The experimental teaching activities are composed of 8-week courses in which include 16 classes are involved. The study is a quasi-experimental study, with 78 freshmen as study samples. With the quasi-experimental sampling method, two classes in a comprehensive high school in I-Lan County were chose as the experimental group and the control group. The experimental group received the teaching strategies emphasizing the Multiple Intelligence Theory and the control group received usual teaching strategies. The students’ self-concept and learning performance are evaluated by “adolescents’ self-concept scale” and the learning performance scale of home economics education” developed by researcher. For evaluating the intervention effect, questionnaires were filled out by 78 freshmen one week before and one week after the intervention as pre-test and post-test. The data were analyzed by SPSS with average, standard deviation, percentage, t-test, and covariance analysis. When comparing experimental with control groups, the results showed that the teaching strategies emphasizing the Multiple Intelligence Theory enhanced more of students’ self-concept, family-self, school-self and teaching efficiency. Students in the experimental group preferred new teaching strategies because they were more interesting and created more interactions. They rated the role playing teaching method as their favorite teaching method. The other results also showed that the teaching strategies integrated with the Multiple Intelligence Theory not only satisfied students’ learning demands but also gave them practical knowledge which can be used in daily life.

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Mengesha, Yohannes Tefera. "Implications of multiple intelligence theory and integrated skills language teaching for textbook development :". Thesis, 2015. http://hdl.handle.net/10500/20104.

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The study aims to examine the extent to which considerations of syllabus design and materials development are employed in a grade 9 English textbook of Ethiopia- English for Ethiopia: Secondary English Course: Grade 9 Students Book with particular emphasis on Multiple Intelligence Theory (MIT).The study is an evaluation research which makes use of a mixed method approach. Data were collected using interviews, coding form and a teachers’ questionnaire. The study involved English language syllabus writers in the Ministry of Education in Ethiopia. Furthermore, 50% of the contents of the Grade 9 English Textbook (6 of 12) were used for content analysis. In addition, 218 Grade 9 English teachers from fifty high schools that were drawn from 6 Regional States of the country responded to the questionnaire. In line with this, I collected quantitative data using a coding form and a questionnaire, as well as other forms of qualitative data using interview. Data were analysed both qualitatively and quantitatively. The study revealed that the syllabus writers used the competency-based approach in developing the Grade 9 English language syllabus. However, this approach has some drawbacks. On the one hand, competency-based education is a manifestation of the behaviouristic approach that is excessively reductionist, narrow, rigid and atomized; many areas in which people need certain competencies are impossible to operationalise; the approach does not clearly show how the list of competencies could be realised, how they should be formatted and presented so as to address learner differences. Above all, describing an activity in terms of a set of different competencies is not enough in order to deal with the complexity of the learning process as a whole. Regardless of these drawbacks, CBL was used to identify and list down the contents as well as the learning outcomes to be incorporated in the textbook. Thus, the how aspect remain obscured in that a theory driven approach to developing teaching/learning materials that meet learners' differences was not markedly taken note of as a guiding framework in developing the Grade 9 English language syllabus. The study showed that the great majority of the language tasks are meant to nurture verbal/linguistic intelligence followed by interpersonal and intrapersonal intelligences respectively. As a language textbook, it is good that it gives more coverage to these two intelligence profiles. When it comes to intentional application of principles of task design and materials development, many of the listening, reading and speaking lessons are appropriate in terms of providing comprehensible input, engaging students cognitively and affectively, promoting emotional/affective involvement and facilitating better language use. Similarly, visual imaging is also well taken care of with exception of few of the vocabulary and the grammar lessons. The study also revealed that the syllabus writers were well aware of the need of integrating various language skills, and it was found that the issue of using the integrated approach to ELT materials development was also well addressed and most of the language tasks are designed in an integrated manner with the exception of few of the vocabulary and the grammar lessons. Some drawbacks were also identified with few of the vocabulary and the grammar lessons in terms of providing comprehensible input and enhancing language use. On the other hand, as implementers of the textbook, the target schools’ Grade 9 English language teachers have a good understanding of language learning theories and task design principles. This understanding could help them design supplementary language tasks for their English classes. At last, conclusions are drawn and recommendations are given.
English Studies
D. Litt. et Phil. (English)

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