An Instructional Planning and Implementation of a Museum Tour Addressing Multiple Intelligences for First Graders

Like Kindergarten, the first grade classroom is a welcoming site with small tables and chairs for the equally small children who are typical first graders. For children who did not attend Kindergarten, for whatever reason , first grade is when they learn about schooling and the rules that go along with being in school. It is a time to explore ideas, be creative, make friends, learn to be collaborative with others, learn to read better, and much more. While the curriculum is similar to Kindergarten, the level of instruction and expectations for student engagement is slowly becoming higher, but only slightly at this point. Also like Kindergarten, computers tend to be used often for students to express their understanding of a story or concept through creative software. The concept of multiple intelligences (Gardner, 1999), active learning (Dewey, 1938), and applying learning to related knowledge (Vygotsky, 1978) are exemplified in all primary grades, and especially in first grade.

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Pembelajaran Sentra dalam Membangun Kecerdasan Jamak di Sekolah Dasar

Journal of Elementary School (JOES) ◽

10.31539/joes.v1i1.168 ◽

2018 ◽

Vol 1 (1) ◽

pp. 9-21

Author(s):

Maharani Ramadhanti ◽

M. Syarif Sumantri ◽

Edwita Edwita

Keyword(s):

Qualitative Research ◽

Data Analysis ◽

Multiple Intelligences ◽

Qualitative Method ◽

First Graders ◽

Data Gathering ◽

Document Analysis ◽

Learning Activities ◽

Research Subject ◽

Class 1

This qualitative research aims to find of multiple intelligences on BCCT learning. This research was conducted in MI Plus AsySyukriyyah Tangerang City with 14 students from Class 1 B as the research subject. The reason for the chosen subject is because first graders are subjectively unique and need special handling. This research uses qualitative method and for its steps, it follows the gradually progressive research flow from Spradley. Data gathering process uses observation, interview, and document analysis, while the data analysis consists of: domain analysis, taxonomy analysis, and theme analysis. The result from this study shows that multiple inteliigencesof BCCT learning activities at MI Plus AsySyukriyyah built eight intelligences are linguistic, logic matematic, spasial, interpersonal, musical, intrapersonal, kinesthetic, and naturalis. Keywords: BCCT learning, multiple intelligences, elementary school

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Estimates of Ten Multiple Intelligences

European Psychologist ◽

10.1027//1016-9040.7.4.245 ◽

2002 ◽

Vol 7 (4) ◽

pp. 245-255 ◽

Cited By ~ 26

Author(s):

Adrian Furnham ◽

Thomas Li-Ping Tang ◽

David Lester ◽

Rory O'Connor ◽

Robert Montgomery

Keyword(s):

Multiple Intelligences ◽

Male Partner ◽

Bill Clinton ◽

The Self ◽

Tony Blair ◽

Female Partners ◽

American Students ◽

Bill Gates ◽

Nationality Differences

A total of 253 British and 318 American students were asked to make various estimates of overall intelligence as well as Gardner's (1999a) new list of 10 multiple intelligences. They made these estimations (11 in all) for themselves, their partner, and for various well-known figures such as Prince Charles, Tony Blair, Bill Gates, and Bill Clinton. Following previous research there were various sex and nationality differences in self-estimated IQ: Males rated themselves higher on verbal, logical, spatial, and spiritual IQ compared to females. Females rated their male partner as having lower verbal and spiritual, but higher spatial IQ than was the case when males rated their female partners. Participants considered Bill Clinton (2 points) and Prince Charles (5 points) less intelligent than themselves, but Tony Blair (5 points) and Bill Gates (15 points) more intelligent than themselves. Multiple regressions indicated that the best predictors of one's overall IQ estimates were logical, verbal, existential, and spatial IQ. Factor analysis of the 10 and then 8 self-estimated scores did not confirm Gardner's classification of multiple intelligences. Results are discussed in terms of the growing literature in the self-estimates of intelligence, as well as limitations of that approach.

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European Differences in Self-Perceived Multiple Intelligences

European Psychologist ◽

10.1027//1016-9040.4.3.131 ◽

1999 ◽

Vol 4 (3) ◽

pp. 131-138 ◽

Cited By ~ 39

Author(s):

Adrian Furnham ◽

Tim Rakow ◽

Ivan Sarmany-Schuller ◽

Filip De Fruyt

Keyword(s):

Sex Differences ◽

Multiple Intelligences ◽

Factor Structure ◽

Factor Analyses ◽

Verbal Iq ◽

Sex Effects ◽

Iq Scores ◽

Culture Differences ◽

Three Factor

In this study, 140 Belgian, 227 British, and 177 Slovakian students estimated their own multiple IQ scores as well as that of their parents (mother and father) and siblings (first and second brother and sister). Various factor analyses yielded a clear three-factor structure replicating previous studies. A sex × culture ANOVA on self-ratings of three factors that underline the seven intelligences (verbal, numerical, cultural) showed culture and sex effects as well as interactions. As predicted, males rated their own overall IQ, though not that of their parents or siblings, higher than females did. Males also rated their numerical IQ, but not their verbal or cultural IQ, higher than females did. There were few culture differences but many interactions, nearly all caused by Slovakian females, who rated aspects of their own and their fathers' IQ higher than Slovakian males, while the pattern for the Belgians was precisely the opposite. Participants believed their verbal IQ was higher than their numerical IQ and their cultural IQ. Males believed their verbal and numerical IQ score to be fairly similar, though much higher than their cultural IQ, while females believed their verbal IQ the highest, followed by numerical and cultural IQ. Females also believed they were more intelligent than both parents. Overall results showed consistency in the sex differences in ratings across cultures but differences in level of estimated IQ possibly as a result of cultural demands for modesty.

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Memorial Consequences of Environmental Context Change in Children and Adults

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027/1618-3169/a000056 ◽

2010 ◽

Vol 57 (6) ◽

pp. 455-461 ◽

Cited By ~ 5

Author(s):

Alp Aslan ◽

Anuscheh Samenieh ◽

Tobias Staudigl ◽

Karl-Heinz T. Bäuml

Keyword(s):

Elementary School ◽

Young Adults ◽

Episodic Memory ◽

Middle Childhood ◽

First Graders ◽

Fourth Graders ◽

Environmental Context ◽

Context Change ◽

Context Dependent

Changing environmental context during encoding can influence episodic memory. This study examined the memorial consequences of environmental context change in children. Kindergartners, first and fourth graders, and young adults studied two lists of items, either in the same room (no context change) or in two different rooms (context change), and subsequently were tested on the two lists in the room in which the second list was encoded. As expected, in adults, the context change impaired recall of the first list and improved recall of the second. Whereas fourth graders showed the same pattern of results as adults, in both kindergartners and first graders no memorial effects of the context change arose. The results indicate that the two effects of environmental context change develop contemporaneously over middle childhood and reach maturity at the end of the elementary school days. The findings are discussed in light of both retrieval-based and encoding-based accounts of context-dependent memory.

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