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

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

Radiographic Proximal Caries Detection and Multiple Intelligences

Introduction: The accuracy of radiographic caries detection is a multifactorial diagnostic task. One the important factors are the Inter-observer variability. One of the suggested procedures to estimate the variations is the Multiple Intelligence (MI) theory of Howard Gardner. Aim: The current research aims to study the relation among radiographic proximal caries detection accuracy and MI for dental undergraduate and new graduates (trainees) Patients and Methods: Twenty dental students who have just terminated caries detection training and 19 interns were employed. The sample composed of seventeen men and twenty two women. Caries detection precision was estimated as the region under Receiver Operating Characteristic (ROC) curve (Az) scores, and MI scores were estimated by sing a modified, bilingual MIS self-recorded questionnaire. MS Excel software was applied to calculate means, percentages and correlation. Results: There was little and mild positive correlation among Az and Spatial/Visual (0.29) and Intrapersonal (0.31) domains of MI respectively. The current correlation was mild for students (0.38) and (0.40), and it was lowered for interns (0.28) and (0.26) respectively. Conclusions: There is positive weak relationship between Az and the domains of Spatial/Visual and Intrapersonal of MI. This relationship might be diminished by education and training.

Jordanian EFL Students’ Types of Intelligence in Learning English

The present study investigated the types of intelligence BAU students prefer to use in learning English. This study used a quantitative method for collecting data via a questionnaire. The subjects of the study were 138 Jordanian students at Al-Huson University College, Al-Balqa Applied University. The results revealed that logical-mathematical and linguistic intelligence was the most dominant type of intelligence among the students. However, neither their gender nor their academic degree program had a significant effect on their learning type of intelligence. Nevertheless, the data showed substantial differences among the students in the interpersonal type of intelligence in favor of male students, while these differences were in favor of the females in the intrapersonal type. There were significant differences in the logical-mathematical type of intelligence between the bachelor’s degree students and their diploma colleagues in favor of the bachelor ones. The researcher attempts to shed light on Jordanian EFL students’ types of intelligence and their preferred types when learning English, in hopes that it becomes possible for teachers to recognize the types according to their students’ profiles and help match them with those present or assess whether they need to develop strategies to cover the full spectrum of the types found in MI Theory.

Exploring Multiple Intelligence Theory Prospects as a Vehicle for Discovering the Relationship of Neuroeducation with Imaginative/Waldorf Pedagogy: A Systematic Literature Review

Waldorf Education follows a holistic approach of children’s development, where the fundamental characteristics are creative/artistic activities, integrating imagination-based teaching methods to support and enhance the development of children’s and adolescents’ physical, social, emotional, and cognitive skills. Neuroeducation provides the most relevant level of analysis for resolving today’s core problems in education. Multiple Intelligence (MI) theory investigates ways of using the theory as a framework in school for improving work quality, collaborations, opportunities for choice, and a role for the arts. To that end, we provide a systematic literature review that critiques and synthesizes representative literature on these three topics in order to reveal new perspectives towards a novel transformative educational paradigm in a digitized society. A comprehensive analysis of theoretical and empirical articles between 2000 and 2019 is provided. The search included five main academic databases (ERIC, Web of Science, ScienceDirect, SpringerLink, and Scopus) using predefined selection criteria. In total, 321 different articles were screened, from which 43 articles met the predefined inclusion criteria. The results indicate a correlation between pedagogical practices of Waldorf schools and MI theory compatible teaching practices and between Waldorf schools and neuroeducation. Further empirical research examining different facets of this relationship is still needed to establish live and effective schools as Learning Organizations.

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

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.

Understanding the Role of Digital Technology in Multiple Intelligence Education

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.