scholarly journals Curriculum Integration: The Use Of Technology To Support Learning

2011 ◽  
Vol 6 (7) ◽  
Author(s):  
Allen Jackson ◽  
Laura Gaudet ◽  
Larry McDaniel ◽  
Dawn Brammer
Keyword(s):  
Problem Solving ◽  
Multiple Intelligences ◽  
Whole Body ◽  
Human Potential ◽  
Learning Needs ◽  
Multimedia Technology ◽  
Visual Spatial ◽  
Use Of Technology ◽  
Theory Of Multiple Intelligences ◽  
How People Learn

Our understanding of how people learn is continually changing. Howard Gardner’s Theory of Multiple Intelligences revolutionized the field education, because it accounts for a broader range of human potential in children and adults and suggests that individuals learn in a multitude of ways. Gardner’s theory suggests there are a variety of possibilities to facilitate learning. People with heightened verbal, linguistic skills are often referred to as word smart. Verbal, linguistic students learn best through the comprehension of language which includes speaking, writing, reading, and listening. Students with verbal linguistic intelligences can easily access information through worldwide databases and computer networks. Any subject content can be enhanced, enriched, and updated from a variety of easily accessed sources which allow students to master the use of technology to access and share information. Students with logical mathematical intelligence are individuals who are number smart and have innate skills which involve logical, problem solving abilities, creative and manipulative skills, and are adept visual learners. Educators can enhance logical-mathematical intelligence through challenging and innovative multimedia technology. With innovative multimedia technology, students learn at all levels and effectively gain knowledge through a variety of different software programs that offer immediate feedback. Learners with visual-spatial intelligence are aesthetically oriented and may have a greater capacity for learning certain sciences like anatomy or topology. They are skillful when it comes to visualization and memory, but may be challenged with auditory memory. Learning for visual-spatial students takes place all at once, with large chunks of information grasped in intuitive leaps. Many people have an innate kinesthetic ability, as well as a natural sense of how their body should react in physical situations. Students with bodily-Kinesthetic intelligence learn best through tactile learning experiences. Bodily-kinesthetic proficiency can be enhanced for students through the use of the whole body to express ideas and feelings. Gardner proposed that musical intelligence almost parallels linguistic intelligence. The person with interpersonal is able to collaborate, understand and work effectively with others. They are aware of their interactions with others and usually take notice of and react to the feelings of others. The interpersonal learner learns best in group situations and structured class settings. Learners with intrapersonal intelligence have accurate self-understanding and are skilled in problem-solving. There is a multitude of different ways to integrate technology into our classrooms and all should focus on learning theory and educational practices. The use of technology should not occur without thinking about how people learn best. To actively engage diverse learners in higher education, the instructor should have a good understanding of the overall nature and purpose of the group, as well as the ability to interact well within the learner’s unique world. The instructor must also be able to structure learning activities to meet their learning needs. The use of Howard Gardner’s Theory of Multiple Intelligences, coupled with an understanding of how effective technology can enhance the learning community, can meet the diverse learning needs of all students.   

scholarly journals RAHASIA MULTIPLE INTELLIGENCE PADA ANAK

2018 ◽  
Vol 1 (2) ◽  
pp. 37-61
Author(s):  
Juli Astuti
Keyword(s):  
Multiple Intelligences ◽  
Harvard University ◽  
Human Potential ◽  
Educational Institutions ◽  
The Public ◽  
Spatial Intelligence ◽  
Theory Of Intelligence ◽  
Visual Spatial ◽  
Broad Concept ◽  
Theory Of Multiple Intelligences

In educational institutions, parents, teachers and the public often assume that intelligence can only be seen through academic scores and formal test results such as getting a high score or being ranked in a class. This conception is outdated and superficial. In this era of globalization where educational practitioners are exploring the concept of Multiple Intelligences. Multiple Intelligences as a broad concept of intelligence and has undergone several changes due to the emergence of the theory of multiple intelligences proposed by a psychologist from Harvard University. Intelligence is not limited to formal tests, it's a multidimensional and one's discovery process of competence. Multiple Intelligences is a theory of intelligence pioneered by a psychologist from Harvard University who shows that everyone is intelligent and tends to have intelligence among the ten dimensions of intelligence. In Islam (al Qur'an) multiple intelligences is actually already put forward various developments about intelligence and various human potential. There are ten dimensions of intelligence put forward by Hardward Gardner namely linguistic intelligence, logical-mathematical intelligence, visual-spatial intelligence, kinesthetic-physical-kinesthetic, musical intelligence, interpersonal intelligence, intrapersonal intelligence, naturalistic, existential and emotional intelligence

Multiple Intelligences, Problem Solving, and Diversity in the General Classroom

1996 ◽  
Vol 19 (4) ◽  
pp. 437-460 ◽  
Author(s):  
C. June Maker ◽  
Judith A. Rogers ◽  
Aleene B. Nielson ◽  
Patricia R. Bauerle
Keyword(s):  
Problem Solving ◽  
Multiple Intelligences ◽  
Gifted Students ◽  
Math Performance ◽  
Classroom Teaching ◽  
Learning Needs ◽  
Significant Relationships ◽  
Diverse Learning ◽  
General Classroom ◽  
Theory Of Multiple Intelligences

Classroom teaching strategies and curriculum based on the theory of multiple intelligences (Gardner, 1983), principles for differentiation to meet the needs of gifted students (Maker et) Nielson, 1996), and integration of culturally and linguistically appropriate content have been advocated for students with diverse learning needs, including gifted students and students learning English as a second language. In this study of two teachers' classrooms, pre- and postassessments were used to compare teacher's level of implementation of the DISCOVER1 approach on: problem-solving behaviors, number of students identified as gifted, problem solving by gender, and problem solving by students' language of preference. Significant relationships were found between level of implementation by teacher and positive changes in problem solving in Pablo® and math activities, mean math performance, and number of students identified as gifted on postassessment. The results indicate the value of the DISCOVER approach in general classrooms with a high proportion of Spanish-speaking or bilingual children.

scholarly journals Designing an Instructional Module for Classroom Teaching Based on the Multiple Intelligences Theory

2021 ◽  
Vol 4 (3) ◽  
pp. 9-18
Author(s):  
Lee P. Malapad ◽  
Maria Anna T. Quimbo
Keyword(s):  
Multiple Intelligences ◽  
Teaching Method ◽  
Lesson Planning ◽  
Perceived Usefulness ◽  
Classroom Teaching ◽  
Learning Needs ◽  
Student Interest ◽  
Instructional Module ◽  
Theory Of Multiple Intelligences ◽  
Method Of Instruction

Lesson content needs active engagement to excite student interest. Teachers face challenges on student engagement in classroom teaching where learning has become procedural. This field study developed an instructional module integrating the 5Es method of instruction anchored on Howard Gardner’s Theory of Multiple Intelligences. Chislett’s multiple intelligence (MI) test was administered to Grade 7 students and the Science teacher for learning needs assessment determining their dominant multiple intelligences. The dominant MI of the students determined the enrichment activities incorporated in the 5E-MI instructional module and teaching method. During implementation, the teacher and the students were observed to assess the perceived usefulness of the module. The study established that the 5E-MI instruction module was a useful lesson planning method to increase students' engagement, who were observed to be attentive and participative during the implementation. Lesson planning was easier for the teacher since enrichment activities incorporated were guided by the dominant MI of the students. Through this study, educators are provided direction in incorporating MI in lesson planning and curriculum integration.

THE ROLE OF WORKER'S MULTIPLE INTELLIGENCES ON THEIR PRODUCTIVITY IN CULTURAL INSTITUTIONS OF MOGHAN

2012 ◽  
Vol 01 (07) ◽  
pp. 42-50
Author(s):  
Qader Vazifeh Damirchi ◽  
Gholamreza Rahimi ◽  
Hossein Seyyedi
Keyword(s):  
Multiple Intelligences ◽  
Study Data ◽  
Human Potential ◽  
Howard Gardner ◽  
Cultural Institutions ◽  
Spatial Intelligence ◽  
Library Studies ◽  
Theory Of Multiple Intelligences ◽  
Data Collection Instrument

The main focus of this study is Cultural Institutions of Moghan region in Iran. The theory of multiple intelligences was developed in 1983 by Howard Gardner. He suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are linguistic intelligence, logical intelligence, spatial intelligence, bodily intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence and Naturalist intelligence. The purpose of this research is surveying of relationship between multiple intelligences and productivity of Cultural Institutions workers in Moghan. The methodology of study is descriptive and analytical study. Data collection instrument was a questionnaire that its reliability was confirmed by Crohn Bach’s alpha and library studies. The results show that, there is a relationship between multiple intelligences and productivity of Cultural Institutions workers in Moghan.

scholarly journals INTEGRATION OF MULTIPLE INTELLIGENCE THEORY IN THE TEACHING AND LEARNING OF MORAL EDUCATION IN MALAYSIA : A CRITICAL ANALYSIS

2020 ◽  
pp. 200-208
Author(s):  
Nadarajan Thambu ◽  
Ganesan Shanmugavelu ◽  
Manimaran Vadivelu ◽  
Latifah A.Jamil ◽  
Kanaisan Kanapathy
Keyword(s):  
Moral Education ◽  
Multiple Intelligences ◽  
Teaching And Learning ◽  
Learning Needs ◽  
Multiple Intelligence Theory ◽  
Teaching Plan ◽  
Theory Of Multiple Intelligences ◽  
Teaching Unit ◽  
Teaching Learning ◽  
Document Review

The purpose of this study is to analyze the advantages and needs of integrating various intelligence theories in the process of teaching and learning Moral Education in a more practical way. Smart individuals become human capital for the economic and social development of the country. However, efforts to highlight or expose the various intelligence available to students are still not given much attention by teachers. Identifying various aspects of student intelligence is still a challenge for teachers who implement the teaching and facilitation process in the Moral Education classroom. Moral Education teachers face problems to help students reach their maximum potential because of the unique and varied learning needs of students. In this regard, the theory of multiple intelligences is thought to be able to be a theoretical framework to define, understand, develop and assess the various intelligences that students have. This study uses a qualitative approach with text analysis design and document review. Therefore, this paper is structured into three parts. The first part is a discussion of the Moral Education curriculum in Malaysia, and issues in teaching pedagogy. The second part is a discussion of the theory of multiple intelligences and the Flow theory that supports it and the third part is the integration of the theory of multiple intelligences in the Daily Teaching Plan for one unit of teaching in the Moral Education class . This paper demonstrates the importance of the concept of integrating the theory of multiple intelligences in the teaching and learning of Moral Education. This article also proposes a framework for the preparation of Daily Teaching Plan for a teaching unit as a guide for Moral Education teachers. KEYWORDS : Moral Education, Multiple Intelligences, Teaching ,Learning, Integration , Flow Model

scholarly journals Multiple Intelligences among Ninth-Grade Students in the Sultanate of Oman

2021 ◽  
Vol 11 (2) ◽  
pp. 15
Author(s):  
Afraa Ali Al Hosni ◽  
Rayya Salim Al-Manthari
Keyword(s):  
Multiple Intelligences ◽  
Ninth Grade ◽  
Sultanate Of Oman ◽  
Arithmetic Means ◽  
Significance Level ◽  
Spatial Intelligence ◽  
The North ◽  
Visual Spatial ◽  
Theory Of Multiple Intelligences ◽  
Ninth Grade Students

This study aimed to examine the multiple intelligences among the ninth-grade students in the North Al Batinah Governorate in the Sultanate of Oman. The study sample contained 112 randomly selected students. For the purposes of this study, the researchers designed two multiple intelligences scales, consisting of the eight types of intelligences: linguistic-verbal, visual-spatial, logical-mathematical, interpersonal, naturalistic, bodily-kinesthetic, intrapersonal, and rhythm-musical. Each type of intelligence includes 8 descriptive items, with a total of 64 items for the whole scale. The results showed that the first, second, and third ranks came in favor of interpersonal intelligence, mathematical-logical, and visual-spatial, respectively, among students in general, whereas the results also revealed that interpersonal intelligence, logical-mathematical, and naturalistic were ranked in the first three ranks among male students. The interpersonal intelligence, visual-spatial intelligence, and the mathematical-logic intelligence were ranked in the first three places, respectively, among the female students. The results showed there are statistically significant differences at the 0.05 significance level between the arithmetic means of students in multiple intelligences due to the gender variable in favor of women in each of the visual-spatial and intrapersonal intelligences. Based on the findings of the study, a number of recommendations were proposed, most notably the following: Applying multiple intelligences scales at the beginning of each academic year, classifying students according to their intelligence to build and implement lesson plans in light of these classifications, preparing educational curricula in light of students’ multiple intelligences to take into account the differences between them, diversifying the learning environments according to the intelligence differences among students, conducting diagnostic studies for the prevalent multiple intelligences among all students in all classes and educational stages, and engaging in studies that test the effectiveness of employing the theory of multiple intelligences and its educational applications in developing language and intrapersonal skills and enhancing academic achievement.

Testing the talented child: Direct-to-consumer genetic talent tests in China

2021 ◽  
pp. 096366252110519
Author(s):  
Larry Au
Keyword(s):  
Genetic Testing ◽  
Multiple Intelligences ◽  
Off Label Use ◽  
Off Label ◽  
Direct To Consumer ◽  
Use Of Technology ◽  
Theory Of Multiple Intelligences ◽  
Controversial Area ◽  
Intensive Parenting ◽  
Label Use

One controversial area of direct-to-consumer genetic testing in China is “genetic talent testing” for children. In this study, I show that while experts criticize genetic talent testing as unscientific, the persistence of genetic talent testing is not merely a product of parents’ scientific illiteracy. Instead, genetic talent testing reflects parents’ pragmatic use of technology in response to the parenting pressures in contemporary China. Parents see the results of genetic talent testing as offering an advantage for their children when combined with the intensive parenting strategy of precision education. Drawing on the sociology of testing, I argue how genetic talent testing in China is a product of broader concerns about population quality and can potentially reshape how parents imagine quality children through the theory of multiple intelligences. My study of this “off label” use of direct-to-consumer genetic testing also suggests that scientists need to broaden their imagination of potential misuses of their technologies.

The Prediction of Problem-Solving Assessed Via Microworlds

2016 ◽  
Vol 32 (4) ◽  
pp. 298-306 ◽  
Author(s):  
Samuel Greiff ◽  
Katarina Krkovic ◽  
Jarkko Hautamäki
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Complex Problem ◽  
Two Dimensions ◽  
Assessment Instruments ◽  
Complex Problem Solving ◽  
Visual Spatial ◽  
Rule Knowledge ◽  
Rule Application ◽  
Fluid Reasoning

Abstract. In this study, we explored the network of relations between fluid reasoning, working memory, and the two dimensions of complex problem solving, rule knowledge and rule application. In doing so, we replicated the recent study by Bühner, Kröner, and Ziegler (2008) and the structural relations investigated therein [ Bühner, Kröner, & Ziegler, (2008) . Working memory, visual-spatial intelligence and their relationship to problem-solving. Intelligence, 36, 672–680]. However, in the present study, we used different assessment instruments by employing assessments of figural, numerical, and verbal fluid reasoning, an assessment of numerical working memory, and a complex problem solving assessment using the MicroDYN approach. In a sample of N = 2,029 Finnish sixth-grade students of which 328 students took the numerical working memory assessment, the findings diverged substantially from the results reported by Bühner et al. Importantly, in the present study, fluid reasoning was the main source of variation for rule knowledge and rule application, and working memory contributed only a little added value. Albeit generally in line with previously conducted research on the relation between complex problem solving and other cognitive abilities, these findings directly contrast the results of Bühner et al. (2008) who reported that only working memory was a source of variation in complex problem solving, whereas fluid reasoning was not. Explanations for the different patterns of results are sought, and implications for the use of assessment instruments and for research on interindividual differences in complex problem solving are discussed.

scholarly journals Teachers’ Use of Technology Affordances to Contextualize and Dynamically Enrich and Extend Mathematical Problem-Solving Strategies

Mathematics ◽  
2021 ◽  
Vol 9 (8) ◽  
pp. 793
Author(s):  
Manuel Santos-Trigo ◽  
Fernando Barrera-Mora ◽  
Matías Camacho-Machín
Keyword(s):  
Problem Solving ◽  
High School Teachers ◽  
Digital Technology ◽  
Dynamic Models ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
School Teachers ◽  
Use Of Technology ◽  
Technology Affordances ◽  
Problem Solving Strategies

This study aims to document the extent to which the use of digital technology enhances and extends high school teachers’ problem-solving strategies when framing their teaching scenarios. The participants systematically relied on online developments such as Wikipedia to contextualize problem statements or to review involved concepts. Likewise, they activated GeoGebra’s affordances to construct and explore dynamic models of tasks. The Apollonius problem is used to illustrate and discuss how the participants contextualized the task and relied on technology affordances to construct and explore problems’ dynamic models. As a result, they exhibited and extended the domain of several problem-solving strategies including the use of simpler cases, dragging orderly objects, measuring objects attributes, and finding loci of some objects that shaped their approached to reasoning and solve problems.

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