scholarly journals “Neuromyths” and Multiple Intelligences (MI) Theory: A Comment on Gardner, 2020

2021 ◽  
Vol 12 ◽  
Author(s):  
Luc Rousseau
Keyword(s):  
Multiple Intelligences ◽  
Mi Theory

Understanding the Role of Digital Technology in Multiple Intelligence Education

2020 ◽  
pp. 65-92
Author(s):  
Kevin Greenberg ◽  
Robert Z. Zheng ◽  
Isabelle Maloy
Keyword(s):  
Multiple Intelligences ◽  
Digital Technology ◽  
Meta Analysis ◽  
Multiple Intelligence ◽  
Future Research ◽  
Emergent Technologies ◽  
Theory Of Multiple Intelligences ◽  
Intelligence Education ◽  
Mi Theory

The theory of multiple intelligences has been embraced by the education and research communities worldwide. Substantial research has been conducted to understand multiple intelligences and learning. However, studies that examine how various types of technology affect across the board the different types of intelligences in learning is lacking. This chapter reviews the multiple intelligence (MI) theory and how emergent technologies can be used to support MI learning in education using a meta-analysis method. The results reveal that bodily-kinesthetic is most responsive to technology-based intervention compared to other types of intelligences and that immersive and visual images are effective in improving verbal linguistic and bodily-kinesthetic intelligences. Discussion of the findings are made along with their implications in educational practices. Suggestions for future research and practice are made in regard to multiple intelligence and emergent digital technology.

Multiple Intelligence-Based Learning Preferences of Students, Modes of Delivery and Assessment Tools used in Lourdes College

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Miguela B. Napiere
Keyword(s):  
Instructional Strategies ◽  
Multiple Intelligences ◽  
Assessment Tool ◽  
Mode Of Delivery ◽  
Learning Preferences ◽  
Multiple Intelligence ◽  
Assessment Tools ◽  
Active Involvement ◽  
Intrapersonal Intelligence ◽  
Mi Theory

Based on Gardner’s (1983) Multiple Intelligence (MI) theory, this study examined the dominant intelligences and learning preferences of 232 freshmen in a school in Cagayan de Oro City, Philippines. The dominant modes of delivery and assessment tools used by 14 instructors in the basic subjects were also examined. Results revealed that students have dominant musical-rhythmic and spatial-visual intelligences; and they prefer to learn through linguistic and intrapersonal means. The dominant modes of delivery used were intrapersonal and logic-based modes; and the assessment tools used were primarily related to the interpersonal and logical-mathematical intelligences. Correlation results show that students who have strong intrapersonal intelligence tend to prefer to learn in linguistic ways. Each mode of delivery used in classes is significantly related to each assessment tool. The study suggests the need for more instructional strategies that will tap the musical and visual intelligences of students; and more opportunities to demonstrate their learning through active involvement, sound-related activities, and reflection-stimulating ways.   Keywords - multiple intelligences, learning preferences, modes of delivery, assessment tools

scholarly journals A Detailed Neuroscientific Framework for the Multiple Intelligences: Describing the Neural Components for Specific Skill Units within Each Intelligence

2019 ◽  
Vol 11 (3) ◽  
pp. 1
Author(s):  
C. Branton Shearer
Keyword(s):  
Multiple Intelligences ◽  
Neural Activation ◽  
Scientific Model ◽  
Laboratory Findings ◽  
Activation Patterns ◽  
Experimental Validity ◽  
Neural Underpinnings ◽  
Instruction And Curriculum ◽  
The Mind ◽  
Mi Theory

The concept of intelligence has been debated since introduction of IQ tests in the early 1900s. Numerous alternatives to unitary intelligence have achieved limited acceptance and IQ remains the predominant theoretical basis for schooling. Multiple intelligences theory (Gardner, 1983), despite criticism it lacks experimental validity, has had sustained interest by educators worldwide as a means of personalizing instruction and curriculum. The neuroscientific evidence for the intelligences has not been updated since 1983. This investigation reviewed 417 neuroscientific studies examining neural correlates for skill units within seven intelligences. Neural activation patterns demonstrate each skill unit has its own unique neural underpinnings as well as neural features shared with other skill units within its designated intelligence. These patterns of commonality and uniqueness provide richly detailed neural architectures in support of MI theory as a scientific model of human intelligence. This conclusion is supported by four previous studies revealing extensive neural evidence that MI theory distinguishes among ability groups and several cognitive qualities (Shearer and Karanian, 2017). The emerging field of educational cognitive neuroscience strives to bridge the gap between laboratory findings and classroom instruction. MI theory aligns with advances in understanding how the mind and brain interact providing a practical interface between the art of teaching and neuroscience. A neuroscientific model of the multiple intelligences brings us closer to the goal of personalizing education by understanding the unique neuro-cognitive profiles of all students. These findings, coupled with advanced technologies, point the way forward to bring MI-inspired education to all students.

scholarly journals Incorporating the Multiple Intelligences theory in language teaching: portfolios, projects and team teaching

Lenguaje ◽  
2007 ◽  
Vol 35 (2) ◽  
pp. 221-240
Author(s):  
Rosalba Cárdenas Ramos
Keyword(s):  
Multiple Intelligences ◽  
Team Teaching ◽  
Language Teachers ◽  
Project Work ◽  
Short Introduction ◽  
Daily Work ◽  
Theoretical Support ◽  
Multiple Intelligences Theory ◽  
Theory Of Multiple Intelligences ◽  
Mi Theory

This article makes a case for the possibility of incorporating the theory of Multiple Intelligences in our daily work as language teachers through the use of portfolios, project work and team teaching. After a short introduction of the MI theory, the article justifies the use of each of these techniques and shows their links with Gardner’s MI theory. It also shows advantages and difficulties in their use and provides theoretical support from authors who have analyzed and experimented with these techniques and procedures.

scholarly journals INOVASI PEMBELAJARAN PAI BERBASIS MULTIPLE INTELLIGENCES

2018 ◽  
Author(s):  
Reni Uswatun Hasanah
Keyword(s):  
Multiple Intelligences ◽  
Interdisciplinary Approach ◽  
Learning Activities ◽  
Islamic Education ◽  
School Subject ◽  
Critical Response ◽  
Visual Spatial ◽  
The World ◽  
Definition Of ◽  
Mi Theory

Multiple Intelligences (MI) emerged as a critical response to Intelligence Quotients (IQ) which limits the definition of intelligence in logical-mathematical and linguistic areas. The MI theory defines nine intelligence of human being such as (1) the linguistic, (2) the logical-mathematical, (3) the visual-spatial, (4) the kinesthetic, (5) the musical, (6) the interpersonal, (7) the intra-personal, (8) the natural, and (9) the existential. This theory recognizes the fact that every child has his/her own uniqueness and deserves appreciation in his/her education. This is important for the reason that education is a mode of developing students’ potentials in purpose of implementing their caliphate roles and bringing God’s mercy in the world. MI-based learning is an alternative in teaching Islamic education as a school subject in Indonesia. Implementing MI-based learning means implementing interdisciplinary approach in developing learning materials, making use multi-model of learning activities, and authentically assessed the learning itself. This purposes to accommodate the diversity of students’ intelligences.

Practices of Multiple Intelligence Instruction and Teaching Performance of Public Elementary School Teachers

2020 ◽  
Vol 3 (2) ◽  
pp. 59-60
Author(s):  
Lennie M. Badajos ◽  
Crispina V. Diego
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Instructional Practices ◽  
Multiple Intelligences ◽  
Multiple Intelligence ◽  
Teaching Performance ◽  
Public Elementary School ◽  
The Public ◽  
High Standards ◽  
Mi Theory

Managing students in the classrooms with multiple intelligences is one of the tough issues teachers encounter. The practice of multiple intelligences instruction depends mainly on the teacher's performance in teaching. That is to challenge the students by setting high standards for further achievement and evaluate students' progress. The theory of Multiple Intelligence (MI) resonates with many educators. It gives an idea to create a relatively even distribution of students of different abilities and diverse educational needs. It has been found out that teachers who based their instructional practices on MI theory have more authentic classrooms, and students are more genuinely engaged in class. Hence, the paper describes the extent of multiple intelligences instructional practices and the level of teaching performance of the public elementary school. Likewise, it sought to determine the significant relationship between multiple intelligences instructional practices, teaching performance, and demographic profile of teachers.

scholarly journals Practices of Multiple Intelligences Instruction and Teaching Performance of Public Elementary School Teachers

1970 ◽  
Vol 2 (2) ◽  
pp. 181
Author(s):  
Lennie M. Badajos
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Instructional Practices ◽  
Multiple Intelligences ◽  
Demographic Variables ◽  
Teaching Performance ◽  
School Teachers ◽  
Public Elementary School ◽  
Years Of Service ◽  
Mi Theory

Research studies have explored the effects of multiple intelligences (MI) theory on the academic achievement of students. Teachers who based their instructional practices on MI theory have more authentic classrooms, and students are more genuinely engaged in class. This quantitative study determined the associations between demographic variables, the extent of multiple intelligences instructional practices, and the level of teaching performance of 178 public elementary school teachers. Using an adapted instrument, and rating form, the data were collected and were analyzed using mean, standard deviation, and Pearson r. The findings showed a significant correlation between educational attainment and years of service of teachers and eight types of multiple intelligences instructional practices.  Likewise, teaching performance was associated with variables such as age and years of service. On the other hand, mathematical and naturalistic multiple intelligences instructional practices were also related to teaching performance. Generally, results showed no correlation between multiple intelligences instructional practices and teaching performance of the teachers.

scholarly journals INOVASI PEMBELAJARAN PAI BERBASIS MULTIPLE INTELLIGENCES

2016 ◽  
Vol 3 (1) ◽  
pp. 23
Author(s):  
Titin Nurhidayati
Keyword(s):  
Multiple Intelligences ◽  
Interdisciplinary Approach ◽  
Learning Activities ◽  
School Subject ◽  
Critical Response ◽  
Intellectual Quotient ◽  
Visual Spatial ◽  
Definition Of ◽  
Mi Theory ◽  
Bahasa Indonesia

<p><strong>Bahasa Indonesia:</strong></p><p>Teori <em>Multiple</em> <em>Intelligence</em><em>s</em> (MI) muncul sebagai bentuk krtitik terhadap teori <em>Intellectual Quotient </em>(IQ) yang membatasi kecerdasan hanya pada kecerdasan Logis-Matematis dan Linguistik saja. Sementara dalam teori MI terdapat Sembilan kecerdasan manusia yakni: (1) Kecerdasan <em>Liguistic, </em>(2) Kecerdasan <em>Logis-Matematic, </em>(3) Kecerdasan <em>Visual-Spasial, </em>(4) Kecerdasan <em>Kinestetik, </em>(5) Kecerdasan Musik, (6) Kecerdasan <em>Int</em><em>e</em><em>r</em><em>personal, </em>(7) Kecerdasan <em>Intrapersonal, </em>(8) Kecerdasan <em>Naturalis, </em>(9) Kecerdasan <em>Eksistensialis. </em>Teori ini menyadari betul bahwa setiap anak yang lahir ke dunia memiliki keunikan tersendiri yang berhak mendapatkan pengakuan dan diapresiasi dalam kehidupan utamannya dalam pendidikan. Sebab pendidikan merupakan wadah bagi siswa untuk membentuk dan mengembangkan potensi untuk dapat menjalankan tugasnya sebagai khalifah di bumi dan membawa rahmat bagi seluruh alam ini. Pembelajaran berbasis MI merupakan suatu bentuk inovasi pembelajaran yang dapat menjadi pilihan bagi guru Pendidikan Agama Islam di Indonesia. Mengimplementasikan pembelajaran berbasis MI<em> </em>berarti menggunakan pendekatan interdisipliner dalam mengembangkan materi pembelajaran, menggunakan multimodel pembelajaran, dan penilaian autentik dalam evaluasi pembelajaran. Hal ini dimaksudkan untuk mewadahi keberagaman kecerdasan yang dimiliki oleh siswa.</p><p><em><br /></em></p><p><strong>English:</strong></p><p>Multiple Intelligences (MI) emerged as a critical response to Intelligence Quotients (IQ) which limits the definition of intelligence in logical-mathematical and linguistic areas. The MI theory defines nine intelligence of human being such as (1) the linguistic, (2) the logical-mathematical, (3) the visual-spatial, (4) the kinesthetic, (5) the musical, (6) the interpersonal, (7) the intra-personal, (8) the natural, and (9) the existential. This theory recognizes the fact that every child has his/her own uniqueness and deserves appreciation in his/her education. This is important for the reason that education is a mode of developing students’ potentials in purpose of implementing their caliphate roles and bringing God’s mercy in the world. MI-based learning is an alternative in teaching Islamic education as a school subject in Indonesia. Implementing MI-based learning means implementing interdisciplinary approach in developing learning materials, making use multi-model of learning activities, and authentically assessed the learning itself. This purposes to accommodate the diversity of students’ intelligences.</p>

scholarly journals Intelligence-Friendly Environments: a Study of New Zealand Primary School Classroom Design in Relation to Multiple Intelligences Theory

2021 ◽  
Author(s):  
◽  
Fatimah Alsaif
Keyword(s):  
New Zealand ◽  
Multiple Intelligences ◽  
Learning Style ◽  
Interior Design ◽  
Academic Research ◽  
Classroom Design ◽  
Multiple Intelligence Theory ◽  
The Impact ◽  
Mi Theory

<p>Education of young children has been the focus of academic research for many years. However, the impact of educational settings on the effectiveness of classroom instruction and learning progress is largely unconsidered. Multiple intelligence theory (MI) postulates that different types of intelligence affect our ability to learn and that educational programs should be accommodated to each learning style. The present study takes this approach a step further, by proposing that MI elements could be incorporated into classroom design, thus enabling students with different preferences to learn more effectively. Therefore the aim of this study is to investigate the effectiveness of New Zealand existing primary classroom settings in relation to the theory of multiple intelligences. This includes proposing possible improvements to the interior design of classrooms with the aim of enhancing children’s learning potential. The thesis includes a case study of four classrooms conducted through: (a) interviewing the classroom users −four teachers and twenty students aged 9-11; (b) observing the daily use of existing classroom settings; and (c) surveying the design of the existing classrooms. The key findings of the study are that most users have a very positive view of their traditional classroom settings but that at present MI theory is not strongly supported by the settings observed in the four classrooms. Classrooms mainly support linguistic and logical-mathematical intelligences, whilst other intelligences are treated as secondary or complementary activities. However, MI settings - proposed by the researcher- are often already present in the classrooms or are suggested and/ or recommended by at least one user. The key conclusions of this study are that: (1) case study classrooms settings support mainly traditional views of intelligence and teaching; (2) applying MI theory to classroom designs could lead to more efficiency in learning environments; and (3) New Zealand schools could benefit from applying the different MI settings. Thus the study identifies the need to further evaluate cultural implications of MI theory in New Zealand culture. In addition, further studies need to integrate space saving furniture into single classrooms, allowing for more effective MI settings.</p>

APPLYING THE RASCH MODEL TO EVALUATE THE EFFECTIVENESS OF INCORPORATING MULTIPLE INTELLIGENCES THEORY IN INFORMAL SCIENCE LEARNING USING THE MOBILE SCIENCE LAB PROGRAM

2017 ◽  
Vol 5 (1) ◽  
pp. 103-123
Author(s):  
MOHD ALI SAMSUDIN ◽  
CORRIENNA ABDUL TALIB ◽  
NOOR HASYIMAH HANIZA
Keyword(s):  
Multiple Intelligences ◽  
Rasch Model ◽  
Science Learning ◽  
Informal Science ◽  
School Students ◽  
Informal Science Learning ◽  
Formal Program ◽  
Mobile Science Lab ◽  
Mi Theory ◽  
The Rasch Model

Pembelajaran sains secara tidak formal telah dijalankan melalui Program Makmal Sains Bergerak. Program ini merupakan program kemasyarakatan yang dijalankan oleh pensyarah dari Pusat Pengajian Ilmu Pendidikan (PPIP) di Universiti Sains Malaysia (USM) dan dibantu oleh pelajar dan staf sebagai fasilitator. Program ini mengandungi 12 stesen mini yang boleh diwujudkan di kawasan sekolah atau di dewan sekolah. Teori Kecerdasan Pelbagai (KP) telah dimasukkan ke dalam aktiviti pembelajaran sains tidak formal Program Makmal Sains Bergerak. Kajian ini telah dijalankan untuk menilai keberkesanan menggabungkan teori KP ke dalam pembelajaran sains tidak formal menggunakan Model Rasch terhadap terhadap 300 orang pelajar sekolah rendah di Pulau Pinang, Malaysia, yang telah terlibat dalam program ini. Hasil kajian menunjukkan bahawa keseronokan dan minat pelajar terhadap sains selepas mendapat pengalaman pembelajaran sains tidak formal melalui Program Makmal Sains Bergerak telah meningkat. Keputusan juga menunjukkan peningkatan dalam Program Makmal Sains Bergerak perlu dilakukan dari perspektif pembelajaran. Kajian ini menunjukkan bahawa Program Makmal Sains Bergerak adalah program pendidikan yang berjaya dalam suasana tidak formal dan teori KP adalah berkesan apabila digabungkan dengan pembelajaran sains tidak formal dalam Program Makmal Sains Bergerak.   Informal Science Learning was conducted through the Mobile Science Lab Program. The program is a community program conducted by lecturers from the School of Educational Studies (SES) at Universiti Sains Malaysia (USM) and supported by students and members of staff as facilitators. The program contains 12 mini stations that could be set up in the school ground or in the school hall. Multiple Intelligences (MI) theory was incorporated into informal science learning activities of Mobile Science Lab Program. This study was carried out to evaluate the eff ectiveness of incorporating MI theory into informal science learning using the Rasch Model with 300 primary school students of Penang, Malaysia, who involved in this program. Results showed that students’ excitement and interest toward science after experiencing informal science learning through the Mobile Science Lab Program had increased. Results also showed that improvements in the Mobile Science Lab Program need to be made from the learning prespective. This study showed that Mobile Science Lab Program is a successful educational program in informal setting and MI theory is eff ective when incorporate with informal science learning in the Mobile Science Lab Program.  

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