المؤلفون: Mongkolchai Tiansoodeenon, Pragasit Sitthitikul

المصدر: LEARN Journal: Language Education and Acquisition Research Network. 2024 17(1):55-72.

Peer Reviewed: Y

Page Count: 18

Descriptors: Multiple Intelligences, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Learning Theories, Student Evaluation, Evaluation Methods, Theory Practice Relationship

مستخلص: Learner diversity has been identified as a barrier to language learning and teaching. The purpose of this article was to conduct an analysis of the implementation of Multiple Intelligences (MI) theory in the field of English language teaching. MI theory, as introduced by Howard Gardner (1983), offers a new concept of intelligence, one that has led to a profound questioning of what we call "intelligence". As a result, he proposed an alternative view of intelligence that can be incorporated into the range of abilities, as well as the existence of nine intelligences that are distinct from one another. Several studies have explored the incorporation of MI theory in the realm of language teaching since it provides instructors with a variety of teaching strategies and enhances their ability to design teaching methods to better meet learners' expectations. Moreover, it recommends multiple testing methods based on all the proposed intelligences to evaluate students' learning, as not all intelligences can be measured using standardized tests. To implement the theory into pedagogical practice, educators should be cautious when it comes to truly understanding the theory and also be prepared to create a variety of teaching techniques in order to engage all intelligences.

Abstractor: As Provided

المؤلفون: Hadi Salehi, Bahareh Keshtiarast, Mohammad Ali Rahimi

المصدر: Journal of Practical Studies in Education. 2024 5(1):7-16.

Peer Reviewed: Y

Page Count: 10

Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Multiple Intelligences, Interpersonal Competence, Speech Skills, Language Proficiency, Homogeneous Grouping, Adolescents, Youth

مصطلحات جغرافية: Iran

مستخلص: This study aimed to investigate the relationship between Iranian EFL learners' interpersonal and intrapersonal intelligence and their speaking ability. To achieve this aim, 30 Iranian EFL learners whose level of proficiency was intermediate participated in this study. The participants' general English knowledge was measured via Oxford Quick Placement Test (OQPT). The placement test revealed that all participants were intermediate learners and homogenous. The other instruments of the study were the Multiple Intelligences Inventory and the speaking test. After evaluating the participants' general English knowledge, the speaking test was given to them. After collecting the speaking tests' results, the questionnaire was distributed among the participants, and they were requested to answer all the items in it carefully and honestly. The Pearson correlation coefficient test was used to show the relationship between the participants' interpersonal and intrapersonal intelligence and speaking skill. The findings revealed positive and significant relationships between the participants' interpersonal and intrapersonal intelligence and their speaking. The findings of the study would be useful for teaching and learning speaking skill and researchers in the fields of TEFL and sociolinguistics.

Abstractor: As Provided

المؤلفون: Sanja Milic (ORCID 0000-0001-6182-4917), Vlado Simeunovic (ORCID 0000-0002-8119-5190)

المصدر: European Journal of Education. 2024 59(2).

Peer Reviewed: Y

Page Count: 23

Descriptors: Foreign Countries, Sex Stereotypes, Gender Differences, Elementary School Students, Academically Gifted, Teacher Attitudes, Parent Attitudes, Peer Relationship, Student Attitudes, Self Concept, Gender Discrimination, Talent Identification, Multiple Intelligences

مصطلحات جغرافية: Bosnia and Herzegovina

مستخلص: Gender stereotypes, as a cause and consequence of deeply rooted attitudes, values and norms, directly affect the discovery and development of gifted potentials. Given the fact that high abilities are most successfully identified and properly developed in early school age, the aim of the study is to investigate the existence of gender differences in the perception of different abilities in boys and girls by teachers, parents, peers and self-perception in multiple intelligences. The research was conducted on 115 lower primary school students in Bosnia and Herzegovina. Mann--Whitney U test was used to determine differences in various domains of giftedness between girls and boys throughout groups of evaluators. Statistically significant difference was found in 11 of the 36 variables analysed. Most statistically significant differences were found in parents' assessments (5), while 3 were found in teachers' assessments, 2 in peers' assessments, and only one in self-assessments. Although the cultural factors, customs and traditions of the Balkan country of Bosnia and Herzegovina have a great influence on gender stereotypes, the results of research on gender discrimination in the process of identifying giftedness are largely similar to the results of developed European countries. The results of the study can be used in the context of general education as a basis for critical re-examination of negative attitudes towards females in the direction of a particular professional orientation.

Abstractor: As Provided

المؤلفون: Howard Gardner

المصدر: Teachers College Press. 2024.

Peer Reviewed: N

Page Count: 336

Descriptors: Educational Theories, Educational Philosophy, Cognitive Style, Multiple Intelligences, Preschool Education, Kindergarten, Elementary Secondary Education, Teaching Methods, Curriculum Development, Student Evaluation, Researchers, International Cooperation, Global Approach, Technological Advancement, Educational Quality, Equal Education, Progressive Education, Performance Based Assessment, Creativity, Interdisciplinary Approach, Ethics

مستخلص: During his long and distinguished career as scholar and teacher, Howard Gardner has made vast contributions to our understanding of learning and how to create environments that support growth in all learners across their lifespans. In this compelling collection of his writings, Gardner lays out his principal ideas about education. While known primarily for his theory of multiple intelligences, Gardner's work in education includes substantial contributions in the areas of early childhood, K-12, and postsecondary education. In this volume, Gardner provides readers with a lifetime's worth of insight into creating purposeful curriculum, pedagogy, and assessment, ideas developed at Harvard Project Zero (where he has been a leader and principal investigator for over half a century), as well as in collaborations with educators from around the world, ranging from preschools in Reggio Emilia (Italy) to art classes in China. Gardner includes a timely focus on education in a global era, influenced by continuing technological innovations, yet still grounded in the pursuit of fundamental human values. This is the single most comprehensive survey of Howard Gardner's writing and thinking about education. Book Features: (1) Offers an unparalleled survey of the principal concerns of a major educational thinker in our times; (2) Draws on decades of experience as a teacher, researcher, and public intellectual to present a vision of how quality education can best be achieved for all students; (3) Reviews the principal strands of the world-renowned theory of multiple human intelligences, including timely explanations and updates; (4) Makes the case for an education that foregrounds and cultivates an appreciation of truth, beauty, and goodness; (5) Situates concepts and recommendations within the broader progressive tradition; and (6) Addresses authentic assessment, the importance of interdisciplinary thinking, the fostering of creativity, the capacity to synthesize powerfully and convincingly, the centrality of deep understanding, and--crucial for our times--the cultivation of an ethical mind.

Abstractor: As Provided

URL الوصول: https://www.tcpress.com/the-essential-howard-gardner-on-education-9780807769836

المؤلفون: Kaya, Didem Gülçin (ORCID 0000-0001-7319-289X), Gülünay, Yasar Ismail (ORCID 0000-0002-0590-2164), Çavdar, Emre (ORCID 0000-0001-8684-6303), Seymen, Emre (ORCID 0000-0002-7372-2827)

المصدر: Shanlax International Journal of Education. Jul 2023 11(1):68-79.

Peer Reviewed: Y

Page Count: 12

Descriptors: Interpersonal Competence, Metacognition, College Students, Athletics, Multiple Intelligences, Self Evaluation (Individuals), Knowledge Level, Gender Differences, Foreign Countries, Intellectual Disciplines

مصطلحات جغرافية: Turkey

مستخلص: The aim of the research is to investigate the effect of intrapersonal intelligence profiles of students studying at Faculty of Sport Sciences on their metacognitive awareness levels. General screening and relational screening models were used. The research group consisted of 308 students studying at Afyon Kocatepe University Faculty of Sport Sciences in the 2021-2022 academic year. In the research, Intrapersonal Intelligence part of the "Self-Assessment Inventory in Multiple Intelligence Domains" and "Metacognitive Awareness Inventory" were used as data collection tools. Frequency values, percentage values, one-way variance analysis "ANOVA" test, Independent Samples t-test, and "Tukey HSD test" were used for data analysis. In addition, Correlation and Regression tests were applied to determine the relationships between intrapersonal intelligence and metacognitive awareness levels. In conclusion, significant differences were found between the students' intrapersonal intelligence and metacognitive awareness levels and the procedural knowledge sub-dimension, according to the gender variable. According to the department variable, there were found significant differences between the sub-scales of planning, monitoring, and managing knowledge and the intrapersonal intelligence means, however there weren't seen significant differences according to the branch variable. In the correlation and regression tests, it was seen a positive and significant relationship between the level of intrapersonal intelligence and the sub-scales of metacognitive awareness.

Abstractor: As Provided

المؤلفون: Anna Magdalena Keates, Mark Pearson (ORCID 0000-0002-8237-0106)

المصدر: Journal of Psychologists and Counsellors in Schools. 2024 34(1):120-129.

Peer Reviewed: Y

Page Count: 10

Descriptors: Multiple Intelligences, Therapy, School Counseling, Secondary School Students, Adolescents, Counseling Techniques, Anxiety, Mental Health

مستخلص: A Multiple Intelligence and Expressive Therapies approach for counselling adolescents experiencing anxiety is proposed. Anxiety disorders are the most prevalent mental health challenges experienced by adolescents. Research reveals the association between anxiety in teenage years and psychiatric disorders in later life. Data is presented on the increasing incidence of anxiety in adolescence and the limits of commonly applied therapies. Adolescence is characterised as a time of turbulence and change, and the issues that adolescent clients bring to counselling are diverse and often complex. Evidence from several studies in counselling have shown positive outcomes through linking multiple intelligences and expressive therapies as an integrative therapy. The potential benefits of applying this combined approach to secondary school students are discussed.

Abstractor: As Provided

المؤلفون: Hasbullah, Wahidah, Nur, Nanning

المصدر: International Journal of Language Education. 2023 7(2):199-211.

Peer Reviewed: Y

Page Count: 13

Descriptors: Multiple Intelligences, Writing Skills, English (Second Language), Cognitive Style, Second Language Learning, Second Language Instruction, Foreign Countries, Writing Instruction, Teaching Methods, Writing Tests, Student Attitudes, Islam, Religious Colleges, College Students

مصطلحات جغرافية: Indonesia

مستخلص: This study aimed to investigate the multiple intelligence learning approaches (MILA) which were used to provide students' competence in English writing skills in an institute of IAIN Sorong, Southwest Papua Province, Indonesia. In terms of it, the MILA introduced interactive, analytic, and introspective domains which cover elements of linguistics, mathematics, visual, kinesthetic, music, intra-personal, interpersonal, naturalistic, and existential or spiritual. Those elements would be appropriately implemented to upgrade students' English writing skills. This study employed a survey method using lists of questionnaires and an English writing test to obtain qualified data which were collected from seventy-two students. The findings conclude that most respondents felt contented and interested in developing and upgrading English writing skills using the Multiple Intelligence Learning Approaches. It was supported by the findings of the English writing test showed significant upgrading of students' English writing skills. The results of this research claimed that the MILA is a suitable and precise approach to upgrading students' writing skills. Also, it is recommended to English educators formulate together the strategies to be included in MILA for teaching English writing skills as recommended by the national education curriculum.

Abstractor: As Provided

المؤلفون: Gurbuzoglu-Yalmanci, Sibel (ORCID 0000-0002-6107-3284), Aydin-Beytur, Solmaz (ORCID 0000-0003-0153-9545)

المصدر: Journal of Education in Science, Environment and Health. 2023 9(1):1-15.

Peer Reviewed: Y

Page Count: 16

Descriptors: Foreign Countries, Student Attitudes, College Students, Ethics, Conservation (Environment), Natural Resources, Gender Differences, Cultural Differences, Knowledge Level, Multiple Intelligences

مصطلحات جغرافية: Turkmenistan, Turkey

مستخلص: The purpose of this study is to compare the attitudes of Turkmenistanian and Turkish university students towards environmental ethics approaches and their naturalistic intelligence (NI) field. In addition, it was investigated whether there is a gender difference in environmental ethics levels in both countries students'. Environmental Ethics Attitude Scale (EEAS) and Multiple Intelligence Areas Inventory were applied to the students. A total of 172 Turkish and 103 Turkmenistanian university students participated. A significant difference between the mean scores of Turkish and Turkmenistanian was observed in all four categories of environmental ethics [Anthropocentric, Ecocentric, Ecofeminism, Teocentric]. The analyses conducted to test gender differences showed that there was not a significant difference between male and female Turkmenistanian students' EAA mean scores. Comparison of NI levels of students from both countries suggested that Turkish students' NI levels were "developed" and Turkmenistanian students' NI levels were "moderately developed". The research findings were considered for both countries students'. [Note: The year shown on the PDF is incorrect. The correct citation for this article is v9 n1 p1-15 2023.]

Abstractor: As Provided

المؤلفون: Örge Yasar, Funda (ORCID 0000-0002-8207-9685), Basbayrak, Mert (ORCID 0000-0003-2051-0633)

المصدر: Educational Policy Analysis and Strategic Research. 2023 18(2):173-193.

Peer Reviewed: Y

Page Count: 21

Descriptors: Foreign Countries, Language Teachers, Teacher Attitudes, Multiple Intelligences, Textbooks, Secondary School Teachers, Learning Activities, Textbook Content, Barriers, Grade 5, Grade 6, Grade 7, Grade 8

مصطلحات جغرافية: Turkey

مستخلص: The aim of this study is to reveal the opinions of Turkish language teachers about the reflection of Multiple Intelligence Theory in Turkish coursebooks. The participants of the research are 30 Turkish language teachers who teach in secondary schools in Cizre district of Sirnak province in the 2020- 2021 academic year. The data of the research were collected with semi-structured interview forms. Based on the data obtained in the research, separate categories were created for each question in the semi-structured interview form, and similar answers were grouped and included in the created categories. Highlights of the teacher's views were quoted directly. According to the results of the research, 83.33% of Turkish language teachers think that linguistic intelligence is the most frequently referred sort of intelligence in coursebooks, while 36.67% of teachers perceive logical-mathematical intelligence as the least frequently referred sort of intelligence in coursebooks. However, 56.67% of Turkish language teachers said that the texts and activities in the coursebook are not suitable for different intelligence domains. It has been determined that the rate of teachers who think that the level of including intelligence domains in the books differ according to the classes is 46.67%. The main problems faced by the teachers while creating activities for different intelligence domains were physical, cultural and equipment inadequacy of the schools in Cizre district of Sirnak province with 37.5%.

Abstractor: As Provided

المؤلفون: Meena, Daisy, Lakshmi, Y. Vijaya

المصدر: Online Submission. Jan-Mar 2023 38(2):110-122.

Peer Reviewed: N

Page Count: 17

Descriptors: Urban Schools, Rural Schools, Foreign Countries, Multiple Intelligences, Gender Differences, Public Schools, Private Schools, Teacher Characteristics, Rural Urban Differences, Teachers

مصطلحات جغرافية: India

مستخلص: In the formal education system, teaching-learning is a process where teacher is actively engaged in providing quality education to the learners. Teacher is the only one who can recognize and identify the unique capabilities of the students. In a diverse classroom, every student is different from others, keeping this in mind, a teacher has to design teaching-learning process as per the learning needs of the learners. One way of knowing and addressing the individual needs of students is by identifying and implementing theory of multiple intelligences in classroom. Research studies have shown that profile of multiple intelligences of a teacher has a direct impact on teacher effectiveness and teaching learning practices. Studies also claim that majority of the schools tend to focus mainly on two intelligences, those associated with academic intelligence, i.e., linguistic and logical/mathematical and teachers are low when it comes to intelligences like interpersonal, intrapersonal, naturalistic and existential. Hence, the primary research question of this study is to explore about this less explored intelligences of the teachers. The present study is a cross-sectional survey study when the data about the multiple intelligences of 96 randomly selected teachers working in various schools of Delhi was collected using a pre-developed tool of multiple intelligences. The results of the study reveal that there is strong need to organize training programme to improve the multiple intelligences of the teachers. The findings also reveal that gender of the teacher has an influence on their multiple intelligences and female teachers scored better than male teachers in this regard. Also teachers from schools located in urban area were better in multiple intelligences than the teachers from schools located in rural areas. It was however observed that both government and private school teachers performed almost same and educational qualification of the teachers and their teaching experience did not have any influence on their multiple intelligences. The study also recommended about the scope of further research in this area of multiple intelligences.

Abstractor: As Provided