Relevant bibliographies by topics / Theory of the Multiple Intelligences by H

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  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Theory of the Multiple Intelligences by H'

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Published: 9 March 2023

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Journal articles on the topic "Theory of the Multiple Intelligences by H"

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Хижняк, Інна Анатоліївна, Людмила Цибулько, Ірина Вікторенко, and Наталія Могильова. "IMPLEMENTING THE THEORY OF MULTIPLE INTELLIGENCES INTO PROJECT-BASED MULTIMEDIA LEARNING AT PRIMARY SCHOOL." Information Technologies and Learning Tools 82, no. 2 (April 25, 2021): 18–31. http://dx.doi.org/10.33407/itlt.v82i2.4326.

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The article substantiates the relevance of the use of project-based multimedia learning at primary school. Feasibility of implementing H. Gardner’s theory of multiple intelligences for optimization and increase of efficiency of such work is presented. According to this theory, each person possesses a certain number of relatively autonomous intelligences: verbal-linguistic, logical-mathematical, visual-spatial, kinaesthetic, musical, interpersonal, intrapersonal, naturalistic. Each person has his or her own intellectual profile which is determined by heredity and life experience. The essential characteristics of project-based multimedia learning are determined, in particular, the importance of a teacher’s role during the organization of project-based multimedia learning at primary school is emphasized. Critical analysis of theoretical and practical research has proven the need to study the influence of the information and communication technologies on primary school children with different types of intelligence. The empirical study has identified the correlation between types of intelligence and ICT tools for teaching young students. The authors of the study conclude that the use of multimedia educational projects increases interest and motivates students to engage in learning activities taking into account their psychological features, helps participants in the educational process to rationally plan their activities and better perceive and remember information. The article substantiates the technology of project-based multimedia learning of primary school children in accordance with the theory of multiple intelligences, which determines the sequence of a teacher’s steps for effective organization of project-based multimedia learning based on H. Gardner’s theory of multiple intelligences. The steps or stages of the proposed technology include determining the dominant types of intelligences of each student in the class; organizing students into homogeneous or heterogeneous groups according to their types of intelligences, taking into consideration the goals and objectives of the multimedia project; dividing responsibilities in the group and supporting each student’s work with the appropriate software or Internet resource; conducting general control over the work of the project groups and assisting in the presentation of the multimedia project results.
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Efendi, Moh Yusuf. "KONSEP MULTIPLE INTELLIGENCES DAN IMPLEMENTASNYA DALAM MENGEMBANGKAN KECERDASAN PESERTA DIDIK DI SD KITA BOJONEGORO." JEC (Journal of Education and Counseling) 1, no. 2 (December 22, 2018): 123–31. http://dx.doi.org/10.32665/jec.v1i2.59.

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Education is the conscious guidance or help provided by educators to the educated in physical and spiritual development toward maturity and beyond until the formation of the Muslim personality. There are various theories in teaching, one of the new breakthroughs that may be the choice is the theory of Multiple Intelligences popularized by Howard Gardner of Harvard University. This theory contains various kinds of intelligence possessed by humans. The intelligence is as follows: (a) Linguistic Intelligence (b) Logical mathematical intelligence (c) Visual intelligence - special (d) Musical intelligence (e) Kinesthetic intelligence (f) Interpersonal intelligence (g) Intrapersonal intelligence (h) Intelligence naturalist and (i) existential intelligence.SD KITA Bojonegoro is one of the basic educational institutions that continually strive to improve the quality of learning. In the process of learning in SD KITA Bojonegoro more use many methods adapted to the material, thus facilitating the learners to understand the lesson. This study aims to find out how the implementation of multiple intelligence in maximizing the intelligence of learners in SD KITA Bojonegoro. This research uses a qualitative descriptive approach type of action research. The data in this study will be collected by technique: written document, participant observation, in-def interviw . Data analysis is done by data reduction, data display, data conclusion and verification. From this research can be obtained the result that the concept of Multiple Intelligences and its implementation in maximizing the intelligence of learners in SD KITA Bojonegoro more effective.
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Friedman, Paul. "Book Reviews: GARDNER, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. NYC: Basic Books; 440 pp. $23.50." Gifted Child Quarterly 29, no. 2 (April 1985): 94–95. http://dx.doi.org/10.1177/001698628502900212.

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Marcheva, Penka. "Symbols as Means of Implementing an Interdisciplinary Approach in Music and Bulgarian Language and Literature Education in the Primary Educational Stage." Bulgarski Ezik i Literatura-Bulgarian Language and Literature 64, no. 6 (November 21, 2022): 639–53. http://dx.doi.org/10.53656/bel2022-6-3mp.

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The possibilities of symbols as means of implementing an interdisciplinary approach in teaching music and literature in primary education is the topic examined in this publication. This is a topic that is developed relatively rarely in pedagogical literature. In the theoretical aspects of this publication, the main parameters of the interdisciplinary approach, applicable to the education of students in 1st – 4th grades, which can be realized through literary and musical symbolism, are examined. Arguments supporting statements regarding the essence of symbols and the possibility of them functioning as denotation for one of the criteria for the manifestation and functioning of linguistic and musical intelligence, included in H. Gardner's Theory of Multiple Intelligences, are brought forth. The focus is on the essence of the two types of symbols – literary and musical as means of forming and developing the respective types of intelligence. The publication also examines some practical and applied aspects, the main emphasis being fairy tales as a literary genre and program music, which are rich in symbolism. Specific approaches to pedagogical interaction are listed such as “building musical characterization of a literary symbol”, “making sense of a specific musical work with the help of literary symbols”, “using literary symbols to realize musical content”. In this way, it is proven that they are a real basis for the implementation of an interdisciplinary educational approach in the education of primary school students.
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Botezatu, Liuba. "The Principle of Global Axiology: ’’The Shepherd’s Rod’’ for the Whole Human Name." Advances in Social Sciences Research Journal 9, no. 7 (August 2, 2022): 608–17. http://dx.doi.org/10.14738/assrj.97.12733.

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We want peace and not war is the calling of the whole world. It is our daily calling. How do we pedagogues of all levels respond to the call of immortality? This is the Ion Druță’s calling to which we align by thinking and acting in the context of our being, directly of the being of the whole world, the Principle of Global Axiology - "The shepherd’s rod" of the whole human race. It is appropriate to emphasize the achievements of the creation of the entire human race in cultural, economic and social diversity. This is the case of our everyday occupation in which, in the format of set theory, the accents of complementary meaning the theory of multiple graces / TGM (L. Botezatu) - the theory of multiple intelligences / TIM (H. Gardner) guarantees its philosophical-centric positioning. It is the fact that the Paideia art reaches the peaks of the first signs of the markers in accessing "to be here". It is the day-to-day operation of "being beyond", vocally engaged in the work of responsibility for value resignation. Know how to choose the most efficient epistemic configurations; to order them and subject them to the laws of the mechanics of action by connecting the PAG/ Principle of Global Axiology from the TMSC/ Theory and Special Methodologu of Creativity (vis-à-vis the specific concerns of the embraced field) to the TMGC/ Theory and General Methodoogy of Creativity means to diligently replace yourself on the scale of meritological practices; return to essence - ascension through Spirituality into the Great Spirituality.
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Gao, Feng, Shengbo Eben Li, Dongsuk Kum, and Hui Zhang. "Synthesis of multiple model switching controllers using H∞ theory for systems with large uncertainties." Neurocomputing 157 (June 2015): 118–24. http://dx.doi.org/10.1016/j.neucom.2015.01.029.

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Markowitz, Dina G., and Michael J. DuPré. "Graduate Experience in Science Education: The Development of a Science Education Course for Biomedical Science Graduate Students." CBE—Life Sciences Education 6, no. 3 (September 2007): 233–42. http://dx.doi.org/10.1187/cbe.07-01-0004.

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The University of Rochester's Graduate Experience in Science Education (GESE) course familiarizes biomedical science graduate students interested in pursuing academic career tracks with a fundamental understanding of some of the theory, principles, and concepts of science education. This one-semester elective course provides graduate students with practical teaching and communication skills to help them better relate science content to, and increase their confidence in, their own teaching abilities. The 2-h weekly sessions include an introduction to cognitive hierarchies, learning styles, and multiple intelligences; modeling and coaching some practical aspects of science education pedagogy; lesson-planning skills; an introduction to instructional methods such as case studies and problem-based learning; and use of computer-based instructional technologies. It is hoped that the early development of knowledge and skills about teaching and learning will encourage graduate students to continue their growth as educators throughout their careers. This article summarizes the GESE course and presents evidence on the effectiveness of this course in providing graduate students with information about teaching and learning that they will use throughout their careers.
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Stražinskaitė, Dalia. "How to Construct a University Study Program Based Upon the Learning Paradigm?" Pedagogika 114, no. 2 (June 10, 2014): 32–41. http://dx.doi.org/10.15823/p.2014.002.

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The article deals with mechanisms of high school education program construction in terms of learning paradigm in social, epistemological and technological points of view. In undergraduate education the concept of learning paradigm refers to the constructivist approach to learning as a process and to student empowerment process. A study program is defied as a written form of curriculum. In social terms, strategic and political expectations of various interest groups: the academic community, the state and the market are reflected by the objectives and goals of program. In the model of the learning paradigm we must include the learner as a customer and a manager of his own learning process. Meanwhile, the social constructs (public institutions of accreditation; over evaluation of the market approach; the elite academic community) does not dare to transfer their responsibility. In epistemological point of view, the modularization provides flexibility of the program and procedural approach to program construction. However, curriculum content should not be focused only on knowing and acting (competencies required for the market), but also on being − a value for students personal development. Taking in account H. Gardner’s multiple intelligences theory, a study program has to integrate variations in learning styles. Besides, the additional resources must be provided to create rich educational environments and new assessment mechanisms before and after the learning process.
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Wang, Qicong, Xiaoqiang Chen, Lin Zhang, Jin Li, Chong Zhao, and Man Qi. "Fuzzy Interacting Multiple Model H$$\infty$$ Particle Filter Algorithm Based on Current Statistical Model." International Journal of Fuzzy Systems 21, no. 6 (July 1, 2019): 1894–905. http://dx.doi.org/10.1007/s40815-019-00678-y.

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Gardner, Howard. "The theory of multiple intelligences." Annals of Dyslexia 37, no. 1 (January 1987): 19–35. http://dx.doi.org/10.1007/bf02648057.

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Dissertations / Theses on the topic "Theory of the Multiple Intelligences by H"

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Emst-Slavit, Gisela. "Education for All: Gardner's Multiple Intelligences Theory." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/100818.

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In the last years the Theory of the Multiple Intelligences developed by Howard Gardner has had a tremendous impact in elementary and secondary classrooms in the United States. Gardner(1983) defines intelligence as the ability to solve a problem or fashion a product that is valued in one or more cultural settings. His definition expands our understanding of "intelligence" beyond the familiar linguistic and Logical-mathematical intelligences, to include the spatial, musical,bodily-kinesthetic, naturalist. interpersonal, and intrapersonal intelligences. This new wayof conceptualizing human intelligence has profound implications for educators whose task needs to include the identification and nourishment of the different talents brought by al students.
En los últimos años la Teoría de las Inteligencias Múltiples formulada por Howard Gardner ha tenido un impacto tremendo en los salones de clase de escuelas primarias y secundarias en los Estados Unidos de Norteamérica. Gardner (1983) define inteligencia como una habilidad para resolver un problema o manufacturar un producto valorado por lo menos en un contexto cultural. Esta definición extiende nuestra comprensión de inteligencia más allá de las reconocidas inteligencias lingüística y lógico-matemática, para incluir otras inteligencias como es el caso de la espacial, musical, física-cinestética, naturalista, interpersonal, e intrapersonal. Esta nuevamanera de conceptualizar la inteligencia humana tiene profundas implicaciones para los educadores cuya labor deberá involucrar la identificación y nutrición de los diferentes talentos que traen consigo todos los estudiantes.
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Dorminey, Sarah J. "Creating a Multiple Intelligences Landscape." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/9642.

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The built environment should facilitate a meaningful experience for a user by intellectually engaging their perceptual and cognitive abilities. In 1983, Howard Gardner published his cognitive theory of multiple intelligences. Gardner theorizes that human intelligence is not one single capacity, but is comprised of multiple capacities. Many teachers use the multiple intelligences theory as a tool to reach a larger number of students by engaging their unique learning styles. The theory of multiple intelligences is one way to interpret how an individual might understand, perceive or experience their surroundings. I used Gardner's theory as a framework to develop design criteria that can be used by designers to create landscapes or environments that engage people in an intellectual and meaningful way. By designing a site that will engage different individuals' unique methods of understanding, a landscape architect can create landscapes that will capture attention and promote a unique personal experience through the creation of sense of place. I believe that this in turn can also be used as a tool for articulating design ideas and analyzing current landscapes. My research begins with a review of Mihaly Csikszentmihalyi's theory of flow and what is needed to achieve this playful state. The answer is to engage a user with a challenge. This led me to Howard Gardner's theory of multiple intelligences. After a review of his work, I used his theory to analyze several case study landscapes. Based on this research, I developed a set of preliminary design criteria that can be used as an outline or a starting point for designers. I chose the Joe L. Evins Appalachian Center for Crafts (ACC) in Smithville, Tennessee as my site for beginning my understanding of the range of uses that the multiple intelligences possess within a landscape. The ACC is a visual arts school whose mission is to preserve and educate people about the culture and techniques of Appalachian crafts. The mediums that are taught are clay, glass, metal, fibers, and wood. My design exploration lead me to concluded that the outcome of a multiple intelligences landscape will be shaped by several factors: the personal strengths and weaknesses within the multiple intelligences of the designer, the sites will determine which intelligences should be designed for, and that the design process should be a collaborative effort. Therefore, the design solution produced is not the strength of this research project, but rather the development, process, and conclusions that reveal a strong case for the inclusion of engaging users' intellectually.
Master of Landscape Architecture
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Ellingson, Carolann. "Multiple intelligence theory in the classroom." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/CEllingson2007.pdf.

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Schwert, Amy Marie. "Using the theory of multiple intelligences to enhance science education /." See Full Text at OhioLINK ETD Center (Requires Adobe Acrobat Reader for viewing), 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1083377003.

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Thesis (M.E.)--University of Toledo, 2004.
Typescript. "A thesis [submitted] as partial fulfillment of the requirements of the Master of Education degree in Secondary Education." Includes bibliographical references (leaves 47-50).
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Temiz, Nida. "Implications Of Multiple Intelligences Theory On 1st Graders&#039." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605295/index.pdf.

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The purpose of the study was to explore in what ways the principles of Multiple Intelligences Theory (MIT) are implemented on the 1st graders&rsquo
Literacy Education (LE), to find out the effects of the implementation on 1st graders&rsquo
tendency towards the course and their teachers
on the 1st grade teachers&rsquo
tendency towards their students
on the 1st graders&rsquo
literacy achievement
on improvements of the 1st graders&rsquo
multiple intelligences. The qualitative data were gathered through interviews, observations, checklist form, students&rsquo
drawings and writings about the LE, students&rsquo
portfolios, photographs, written document and Teele Inventory for Multiple Intelligences. Descriptive and content analysis were done. The study was conducted during the 2003-2004 academic year. Based on purposeful sampling methods, the participants of the study was comprised of one 1st grade classroom with 26 students, five 1st grade teachers from BaSkent University College AySe Abla Schools and four 1st grade teachers from Gazi University Foundation Private Primary School. The results of the data analysis indicated that the teachers&rsquo
main focus was on preparing learning activities while planning the LE lesson based on the principles of MIT. They had difficulty in preparing and implementing the learning activities for naturalistic intelligence. However, they prepared and implemented learning activities for linguistic, interpersonal, bodily-kinesthetic, visual-spatial intelligences easily. Also, the students willingly participated in the learning activities that were based on bodily-kinesthetic, visual-spatial, musical-rhythmic, interpersonal intelligences
that were based on their most dominant intelligences and that activated more than one intelligence. Also, when the students who faced difficulty throughout the LE were helped by using the way based on the students&rsquo
dominant intelligences, they overcame the difficulties. Besides, most of the teachers knew various assessment methods based on the principles of MIT, but they rarely used them. Moreover, the teachers&rsquo
views about the differences and similarities between the LE based on MIT and that based on traditional methods were different from each other. The effects of the implementation on the 1st graders&rsquo
tendency towards the course, their teachers
on the 1st grade teachers&rsquo
tendency towards their students
on the 1st graders&rsquo
LE achievement were positive. Also, some variations were observed in terms of the students&rsquo
multiple intelligences throughout the LE.
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Campbell, George Maurice. "A multiple intelligences theory approach to teaching adult Christian spirituality." Theological Research Exchange Network (TREN) Access this title online. Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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Balakrishnan, Suseela D. "The role of Multiple Intelligences theory in the Malaysian Curriculum." Thesis, University of Leeds, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507870.

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French, Davina J. "A psychometric investigation of Howard Gardner's theory of multiple intelligences." Thesis, Royal Holloway, University of London, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397326.

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OLIVEIRA, BIANCA NOGUEIRA. "A NEW APPROACH IN THE CLASSROOM OF MULTIPLE INTELLIGENCES THEORY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=32360@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
Um dos desafios diários para professores é encontrar meios para motivar seus alunos a aprender Matemática. A fim de obter sucesso nesse processo, ler sobre experiências que tiveram resultados positivos sempre leva os professores a pensar que existe um caminho melhor a ser seguido. Este trabalho traz dois projetos que tiveram como objetivo principal despertar um maior interesse dos alunos em Matemática e foram aplicados em algumas salas de aula dos Anos Finais do Ensino Fundamental: a Olimpíada Interna de Matemática e a criação de uma nova disciplina, chamada Fundamentos, que busca fazer com que o aluno consiga perceber melhor as diferentes inteligências através de aulas elaboradas por uma equipe pedagógica e professores de Matemática em um colégio particular do Estado do Rio de Janeiro. Além disso, traz uma pesquisa realizada com alunos do nono ano do Ensino Fundamental que tiveram contato com um desses projetos em 2015 e 2016. Esta pesquisa mostra a percepção dos alunos sobre o trabalho realizado na disciplina criada, que tem como norteador do planejamento de conteúdos o desenvolvimento das inteligências múltiplas. Nesta nova disciplina, os alunos são apresentados a diferentes tipos de problemas que envolvem raciocínio lógico, interpretação de texto, percepção espacial e outras habilidades que são agregadas ao currículo dos Anos Finais do Ensino Fundamental para desenvolver melhor o desempenho dos alunos na vida escolar.
One of the daily challenges for teachers is to find ways to motivate their students to learn math. In order to succeed in this process, reading about experiences that have had positive results always leads teachers to think that there is a better way to be followed. This work presents two projects that had as main objective to arouse a greater interest of the students in Mathematics and were applied in some classrooms of the Final Years of the Elementary School: the Internal Olympiad of Mathematics and the creation of a new discipline, called Essentials, that Seeks to make the student better understand the different intelligences through classes developed by a pedagogical team and teachers of mathematics at a private school in the State of Rio de Janeiro. In addition, it brings a survey conducted with students of the ninth grade of Elementary School who had contact with one of these projects in 2015 and 2016. This research shows the students perception about the work done in the discipline created, which has as guiding content planning The development of multiple intelligences. In this new discipline, students are introduced to different types of problems involving logical reasoning, text interpretation, spatial perception, and other skills that are added to the curriculum of the Final Years of Elementary School to better develop students performance in school life.
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Schwert, Amy M. "Using the Theory of Multiple Intelligences to Enhance Science Education." University of Toledo / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1083377003.

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Books on the topic "Theory of the Multiple Intelligences by H"

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ERIC Clearinghouse on Assessment and Evaluation., ed. Multiple intelligences: Gardner's theory. [Washington, DC: ERIC Clearinghouse on Assessment & Evaluation, the Catholic Unviversity of America, 1996.

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Multiple intelligences: The theory in practice. New York, NY: Basic Books, 1993.

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Multiple intelligences: The theory in practice. New York: Basic Books, 1993.

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Nurturing intelligences: A guide to multiple intelligences theory and teaching. Menlo Park, Calif: Addison-Wesley, 1995.

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Frames of mind: The theory of multiple intelligences. New York: Basic Books, 2011.

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Frames of mind: The theory of multiple intelligences. New York, NY: BasicBooks, 1993.

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Gardner, Howard. Frames of mind: The theory of multiple intelligences. New York: Basic Books, 1985.

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Torresan, Paolo. The theory of multiple intelligences and language teaching. Perugia: Guerra, 2010.

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Frames of mind: The theory of multiple intelligences. London: Paladin, 1985.

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Gardner, Howard. Frames of mind: The theory of multiple intelligences. 2nd ed. New York, NY: Basic Books, 2004.

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Book chapters on the topic "Theory of the Multiple Intelligences by H"

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Saidi, Mavadat, and Mohadese Khosravi. "Multiple Intelligences Theory." In Research Questions in Language Education and Applied Linguistics, 841–45. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_145.

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Patanella, Daniel, and Chandra Ebanks. "Gardner’s Theory of Multiple Intelligences." In Encyclopedia of Child Behavior and Development, 681–82. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_1870.

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Cavas, Bulent, and Pinar Cavas. "Multiple Intelligences Theory—Howard Gardner." In Springer Texts in Education, 405–18. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43620-9_27.

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Grigore, Dumitru, Mihai Florin Talpos, and Ioan G. Pop. "Managerial Fractal Intelligences: Psychometric Evidence for Empowering the Theory of Multiple Intelligences." In Development, Growth and Finance of Organizations from an Eastern European Context, 145–58. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-54454-0_10.

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Estep, Myrna. "Boundary Set S: At the Core of Multiple Intelligences." In A Theory of Immediate Awareness, 159–216. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-0183-9_5.

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Chen, Hong-Ren, and Yu-Hsuan Chang. "Design and Analysis of Recommendation Learning System Based on Multiple Intelligences Theory." In Learning, Design, and Technology, 1–19. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-17727-4_26-1.

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Grigoryeva-Golubeva, Victoria, Ekaterina Silina, and Elena Surinova. "The Multiple Intelligences Theory as an Efficient Method of Teaching Professional English to Students of Mathematics." In Integrating Engineering Education and Humanities for Global Intercultural Perspectives, 110–18. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47415-7_12.

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Konstantakis, Markos, Eirini Kalatha, and George Caridakis. "Cultural Heritage, Serious Games and User Personas Based on Gardner’s Theory of Multiple Intelligences: “The Stolen Painting” Game." In Lecture Notes in Computer Science, 490–500. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-34350-7_47.

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López-Leyva, Josué Aarón, Hania Nered Mena-Ibarra, and Alfredo Valadez-García. "Short- and Medium-Term Entrepreneurship Intention Analysis of University Students Based on the Theory of Multiple Intelligences Using Artificial Neural Networks." In EAI/Springer Innovations in Communication and Computing, 285–98. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-17960-0_14.

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Gardner, Howard. "Changing Minds: How the Application of the Multiple Intelligences (MI) Framework Could Positively Contribute to the Theory and Practice of International Negotiation." In Psychological and Political Strategies for Peace Negotiation, 1–14. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-7430-3_1.

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Conference papers on the topic "Theory of the Multiple Intelligences by H"

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Zhang, Chunying, and Weihong Zhang. "Application of SPOCs under Theory of Multiple Intelligences." In 2016 6th International Conference on Mechatronics, Computer and Education Informationization (MCEI 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/mcei-16.2016.12.

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Selvi, S. Thamarai. "Moviefication: Teaching Activities Based on Theory of Multiple Intelligences." In 2018 Tenth International Conference on Advanced Computing (ICoAC). IEEE, 2018. http://dx.doi.org/10.1109/icoac44903.2018.8939093.

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Jia, Zhi. "Research of B-SLIM based on multiple intelligences theory." In 3rd International Conference on Green Communications and Networks. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/gcn130661.

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Wang, Nan. "The Application of Multiple Intelligences Theory in Mathematics Teaching." In Proceedings of the 2018 2nd International Conference on Economic Development and Education Management (ICEDEM 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icedem-18.2018.4.

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Lumei, Cristina, and Emanuel-Sebastian Turda. "The Role Of Theory Multiple Intelligences In Primary Education Process." In 9th International Conference Education, Reflection, Development. European Publisher, 2022. http://dx.doi.org/10.15405/epes.22032.48.

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Wang, Haijun. "Research on multiple intelligences theory and its enlightenment to higher education." In 2016 2nd International Seminar on Social Science and Humanistic Education. Asian Academic Press Co., Limited, 2017. http://dx.doi.org/10.24104/rmhe/2017.03.02010.

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Zhou, Jinrong. "Multimedia Courseware Design Strategies Based on the Theory of Multiple Intelligences." In 2nd International Conference on Arts, Design and Contemporary Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icadce-16.2016.234.

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Liu, Kun, Yuhua Ni, and Hui He. "Study of the theory of multiple intelligences on fundamental computer education." In 2011 IEEE 3rd International Conference on Communication Software and Networks (ICCSN). IEEE, 2011. http://dx.doi.org/10.1109/iccsn.2011.6014048.

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Viana, Lucas, Thais Castro, and Bruno Gadelha. "Identifying Cognitive Profiles in Blended Learning using the Multiple Intelligences Theory." In 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028470.

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Yi, Wei, Huae Li, and Qian Xing. "Study on application of multiple intelligences theory in higher college education." In 2013 International Conference on Services Science and Services Information Technology. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/sssit132032.

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Reports on the topic "Theory of the Multiple Intelligences by H"

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Snider, Allyn. A classroom preferences questionnaire based on the theory of multiple intelligences. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6304.

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