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1
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.
2
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
3
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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4
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).
5
Temiz, Nida. "Implications Of Multiple Intelligences Theory On 1st Graders'." 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&rsquoLiteracy 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.
6
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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7
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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8
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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9
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 JANEIROCOORDENAÇÃO 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.
10
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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11
Brockway, Stephanie Kay. "The theory of multiple intelligences a study of educational implementation /." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998brockways.pdf.
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12
Franco, González Sandra Atenea, and Villavicencio Barbara Rose Bangle. "PROPOSAL OF ACTIVITIES FOR TEACHING VOCABULARY CONSIDERING THE MULTIPLE INTELLIGENCES THEORY." Tesis de Licenciatura, Facultad de Lenguas, 2013. http://ri.uaemex.mx/handle/20.500.11799/13668.
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El presente trabajo es una propuesta de materiales para enseñar inglés a
través de la teoría de las inteligencias múltiples. Desde mi punto de vista los
alumnos necesitan diferentes tipos de materiales para aprender inglés de una
manera más exitosa. Además es importante mencionar que generalmente todas
las personas aprenden de diferentes maneras, por estas circunstancias los
profesores deben identificar las necesidades de los alumnos así como su
inteligencia más desarrollada para poder enseñarles de una manera más
efectiva.
Hoy en día, el inglés es una lengua franca reconocida mundialmente; por
consecuencia, tanto el aprendizaje como la enseñanza del inglés se han
convertido en actividades importantes; como ejemplo tenemos los recursos
culturales de la literatura, programas de televisión, películas, y/o la ciencia y
este idioma está incluso por encima del japonés y del chino; sin dejar a un
lado, el conocer personas de diferentes países, entre otros.
13
Mettler, Kathleen. "ADHD and Multiple Intelligences: Does a Pattern Exist?" ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1227.
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Attention Deficit Hyperactivity Disorder (ADHD) has typically been treated with a deficits-based response while most research has ignored any intelligence differences between the subtypes, despite differing symptomology. This quantitative study explored whether or not a distinct pattern of intelligences existed within each of the subtypes or presentations of ADHD: inattentive (IT), hyperactive (HT), and combined (CT). Using Gardner's multiple intelligences theory, data were collected via an online, self-administered survey from a sample of 132 participants, over 18 years of age, with IT, HT, and CT ADHD. The goal was to identify the most predominant of 8 different strengths or intelligences. Predominant intelligence types were measured through the completion of the online Multiple Intelligences Developmental Assessment Scale (MIDAS). Discriminant function analysis was used to interpret differences and combinations among predictors through identification of interdependency and pattern delineation. Study results failed to identify a distinct pattern of a relationship between the types of intelligence and ADHD subtypes. Further research is needed in the area of identifying the strengths of individuals diagnosed with ADHD in an effort to shift treatment and intervention responses to a more strengths-based perspective, possibly impacting individual, academic, and social success for those with ADHD.
14
Scapens, Mennie (Mary-Ann). "Implementing the theory of multiple intelligences in the junior secondary school." The University of Waikato, 2007. http://hdl.handle.net/10289/2284.
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First published in 1983, the theory of multiple intelligences (Gardner, 1983) struck a chord with thousands of educators across the world, providing a philosophical and structural framework that helped them make sense of and cater for the vast range of individual difference they encountered daily in their classrooms. However, while MI theory has found a ready audience amongst early childhood and primary school educators, and has been associated with a wide range of positive outcomes across a variety of educational settings, it continues to have little impact on secondary school practice. The aim of this qualitative action research project was to establish a collaborative research group of four junior secondary school teachers, who were interested in exploring MI theory and its implications for learning and teaching. In documenting their experiences, the project aimed to find out whether an MI-based programme was feasible in a junior secondary school context, and to identify the difficulties and barriers that impeded the participating teachers' endeavours to implement MI in their classrooms. The following research questions provided the focus for the project: 1. Can an MI-based approach to teaching and learning be successfully implemented in a junior secondary school programme? 2. What are the issues that secondary school teachers face when implementing MI into their classroom programmes? 3. What are the best ways to address these issues? iii A multiple case study approach provided an effective means of illustrating the individual complexity of teachers' situations, as they interacted with their students, the curriculum, their colleagues and their school environment, and was also flexible enough to accommodate the open-ended and evolving nature of the investigation. The following outcomes for teachers as a result of the MI project were noted: (a) Increased awareness and understanding of student diversity. (b) Extended teaching practice and enhanced teacher creativity. (c) Improved planning framework. (d) Teachers' beliefs about learning and intelligence were affirmed and extended. (e) Teachers experienced improved confidence in their abilities as teachers. (f) The emergence of a cohesive student-centred curriculum. (g) Improved collegiality. As a result of the project, many barriers to implementing MI theory into junior secondary school classrooms were identified, under the following categories: (a) Barriers relating to teacher culture (b) Barriers relating to management requirements (c) Barriers relating to time (d) Barriers relating to personnel (e) Barriers relating to external pressures on the school The outcomes of this project confirm findings in the research literature, which suggest that MI theory can provide a valuable philosophical and structural iv framework that helps teachers develop a greater awareness of student diversity and enhanced teaching practice, as well as the understanding that a uniform approach to teaching and learning meets the needs of too few. However, a number of entrenched structural and cultural barriers characteristic of the secondary school context were also identified, which suggest that the adoption of MI-based teaching practices on a wider scale is unlikely without an in-depth school-wide professional development initiative.
15
Snider, Allyn. "A classroom preferences questionnaire based on the theory of multiple intelligences." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4426.
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A questionnaire based on Gardner's Theory of Multiple Intelligences was developed and administered to forty-five second grade students in three different classrooms. Sections of the fifty-eight item questionnaire dealt with students' preferences for certain classroom activities, methods of learning, and modes of social interaction. Each student's responses were summarized to create an individual profile, indicating preference for linguistic, mathematical, and/ or spatial activity. In addition, students' preferences for receptive and/ or expressive methods of learning, and for working by themselves, with peers, or with adults were profiled.
16
Kennedy-Murray, Linda N. "Teachers' Perceptions and Practices of Multiple Intelligences Theory in Middle Schools." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2071.
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Despite instructional changes and administrative support, students with learning disabilities in a middle school located in Georgia did not meet the state expectations to perform at their grade level in core subjects on the state's standardized test. The purpose of this correlational study was to determine whether a relationship existed between teachers' familiarity with Gardner's multiple intelligences (MI) theory and the MI instructional strategies they used in the classroom setting. Gardner's MI theory was used as the theoretical foundation, which supports the idea that if teachers can identify the intelligences (e.g., interpersonal, intrapersonal, visual/spatial, musical, bodily/kinesthetic, mathematical/logical, verbal/linguistic, and naturalistic) in each child and then teach to those abilities, the child will learn better. The sample included 61 middle school teachers who participated in Gardner's MI familiarity and MI practices online self-report survey. Data were analyzed descriptively and inferentially using correlations and regression. The results revealed that a majority (61%) of teachers were unfamiliar or only somewhat familiar with Gardner's MI theory. A simple linear regression revealed no significant relationship between teacher classroom practices and familiarity with Gardner's theory. Recommendations included conducting additional research on MI with a larger sample; additional research was also recommended on the best classroom practices for teachers to support a wide range of diverse learners. Implications for positive social change include providing the local site with information and recommendations that will further the dialogue related to what schools can do to promote learning and academic success for all students.
17
IYER, NITHYA N. "INSTRUCTIONAL PRACTICES OF TEACHERS IN SCHOOLS THAT USE MULTIPLE INTELLIGENCES THEORY (SUMIT)." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1147885887.
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18
Gurcay, Deniz. "The Effect Of Multiple Intelligences Based Instruction On Students." Phd thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/2/1209907/index.pdf.
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The main purpose of this study is to compare the effects of the Multiple
Intelligences based instruction versus traditional instruction on ninth grade students'physics achievement. MI inventory, Attitude Scale Toward the Content &ldquo
Coulomb&rsquo
s Law&rdquo
, Multiple Choice Physics Achievement test on the content &ldquo
Coulomb&rsquo
s Law&rdquo
, and MI based Physics Achievement rubric were used as measuring tools. The study was conducted with 268 ninth grade public high school students in Sincan district in the spring semester 2002-2003. There were two teachers and their eight classes in this study. MI inventory, Attitude Toward the Content &ldquo
Coulomb&rsquo
s Law&rdquo
, and Multiple Choice Physics Achievement test were administered as pretest to both experimental and control groups. Then, students in experimental groups were iv exposed to the MI based lessons. Students in experimental classes were grouped with respect to the students&rsquo
strongest intelligences in Verbal/Linguistic, Logical/Mathematical, Visual/Spatial, Interpersonal intelligence dimensions. In control groups, traditional teaching method was used. After three weeks treatment, all the students were posttested with the same tests. In experimental groups, students&rsquo
MI based physics achievement was measured on the last treatment week. The data were analyzed using SPSS by multivariate analyses of covariance (MANCOVA). According to the results of this study, multiple intelligences based instruction made significant effect on students&rsquo
physics achievement on the content &ldquo
Coulomb&rsquo
s Law&rdquo
with respect to the traditional method. However, multiple intelligences based instruction showed no significant effect on students&rsquo
physics attitude toward the content &ldquo
Coulomb&rsquo
s Law&rdquo
with respect to the traditional method.
19
Akbas, Aydin. "The Effects Of Multiple Intelligences Based Instruction On Sixth Graders&." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/2/1005867/index.pdf.
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The purpose of the study was to investigate the effects of multiple
intelligences based instruction on sixth grade students�
science achievement, and attitudes towards science. This experimental research was conducted in the 2nd term of 2002 &
#65533
2003 educational year with sixth graders in METU Ankara College Primary School, and lasted for three weeks. A randomly chosen class was assigned to the experimental group and instructed by Multiple Intelligences Science Instruction, and the other randomly chosen class was assigned to the control group and instructed by Traditionally Designed Science Instruction. A total 50 students&
#65533
scores were used for the analyses. Two classes were instructed with the same teacher. The background of the teacher was sufficient to apply multiple intelligences teaching strategies from the seminars that the teacher had been participated. The measuring tools were Science Achievement Test and Science Attitude Scale. Also an interview were made with the teacher of the groups. The pilot study was conducted with 57 sixth grade students in Atatü
rk Primary School in Nigde. According to the results of the pilot study, some questions were revised in Science Achievement Test. Science Achievement Test and Science Attitude Scale were administered twice as pretest before the treatment and as posttest after the treatment to both groups to assess and compare the effectiveness of two different types of instruction utilized in science teaching. The data obtained from the posttests were analyzed by statistical techniques of multivariate analyses of covariance (MANCOVA). Results of the statistical analyses indicated that multiple intelligences science instruction was more effective than traditionally designed science instruction with respect to science achievement. However, the statistical analyses failed to show any significant differences between the experimental and control group&
#65533
s attitudes towards science. The teacher of the groups had positive views and opinions about the implementation of the theory.
20
Brahams, Yvonne Rae. "Development of a social studies curriculum reflecting Howard Gardner's theory of multiple intelligences." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1424.
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21
Stover, Mary Anne. "Second grade life science curriculum design using Howard Gardner's theory of multiple intelligences." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2401.
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The purpose of this project is to bring the subject of life sciences to second grade students through a diverse curriculum design. The theory of multiple intelligence and the principles of brain-based learning areused to incorporate elements that will reach each student on an individual basis.
22
O'Brien, Patrick J. "Gardner's theory of multiple intelligences and its implications for the counselling of children." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36597/1/36597_Digitised%20Thesis.pdf.
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This study investigates the application of Gardner's (1983) theory of multiple intelligences to the counselling of children, particularly young children, who have not developed the language required for more verbally orientated counselling sessions.
Specifically this thesis asks: Does Gardner's theory of multiple intelligences have an application to counselling theory, and if so how would this theory impact on counselling practice?
The implication of applying Gardner's theory of multiple intelligences to counselling is examined through ten case studies. Data was collected over a five month period of reflection on the author's counselling practice. Results are reported in two ways. The first is through a typical case study report. The second is through a narrative that offers a higher level synthesis of the research outcomes.
The finding of this study heavily supports the use of the theory of multiple intelligences in the counselling of children. The use of each of the seven intelligences proposed by Gardner opens opportunities for clients to raise and explore personal counselling issues. Expression of feelings associated with these issues and the integration of knowledge of self using the seven intelligences, is examined throughout the study.
23
Goodnough, Karen Catherine. "Exploring multiple intelligences theory in the context of science education, an action research approach." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0026/NQ49853.pdf.
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Arnold, Emory Dwain. "Relationship between implementing Gardner's theory of multiple intelligences and fifth graders' attitudes toward school." [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0326101-090654/restricted/ArnoldE.pdf.
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25
Perez, Dennis Derne. "The effects on student performance related to the contributions of the multiple intelligences theory." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1668.
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26
Fashun, Christopher Herbert. "Developing musicianship from the podium : adapting the Theory of multiple intelligences to the instrumental rehearsal." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/3291.
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The purpose of this study is to collect a variety of conducting texts and resources and assess which texts, if any, suggested pedagogical techniques that make appropriations for various learning styles of individuals in the ensemble. The term learning styles is derived from Howard Gardner's Theory of Multiple Intelligences wherein he makes the assertion that every person possesses the nine intelligences and that each person has a natural disposition to at least one intelligence (or learning style). After having evaluated numerous conducting texts and resources, there exists a lack of assessing and teaching to learning styles. Most conducting curricula do not give attention to the idea that the musicians and students represent many learning styles and need to be provided with a variety of examples to enhance their understanding of the music. Consequently, enhancing understanding raises the level of their musicianship and elevates the overall quality of the ensemble and music program.
The most significant contributor in music education to integrating pedagogical techniques that address a broad range of learning styles is Edward S. Lisk. A former band director and now an internationally renown clinician and conductor, Mr. Lisk has written several books on alternative rehearsal strategies. His most recent book, The Creative Director: Conductor, Teacher, Leader, briefly explains how the Theory of Multiple Intelligences is uniquely suited for both the conductor and the students. Mr. Lisk's claims regarding the benefits of teaching to multiple learning styles focus on individual enhancement and understanding of playing a instrument and to provide compelling evidence to administrators, parents, and the community to show the inherent value of a music program.
This study acknowledges and supports Lisk's observations and claims, but sets out to enhance musical understanding and performance levels through rehearsal techniques that address multiple learning styles. Before providing a model for incorporating pedagogical techniques that address multiple learning styles, assessment methods of student's MI (multiple intelligences) will assist the conductor in determining what types of intelligences the students possess. When this information is gathered, a conductor/music educator can begin to infuse examples into the rehearsal.
The final goal of this study is to present several rehearsal strategies categorized by each MI as a model as to how conductor/educators can incorporate pedagogical strategies into their rehearsals to draw each student into a deeper understanding of the music, raise the level of musicianship, which promotes more expressive music-making. These rehearsal strategies can be utilized with technical or expressive issues. For example, a director is teaching the string section the difference between playing accompanimental motor rhythms in Mozart to those of Beethoven. For the visual-spatial learner, drawing a diagram on the board showing the trajectory shape of the bow across the string can assist the student by seeing what each bow stroke looks like. For a bodily-kinesthetic learner, showing what each bow stroke looks like, allowing the student to try it, and solidifying understanding with feeling the difference of each stroke and recognizing how each sounds. As an additional strategy to the former, the director could have each section demonstrate each bow stroke and ask the other students for feedback that incorporates a technique for the interpersonal learning style. Further examples with suggestions for expressive aspects of music for various learning styles are also included.
27
Botelho, Maria Do Rozário de Lima. "Multiple intelligences theory in English language teaching: An analysis of current textbooks, materials and teachers’ perceptions." Ohio University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1079466683.
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Botelho, Maria do Rozário de Lima. "Multiple intelligences theory in English language teaching : an analysis of current textbooks, materials and teachers' perceptions /." Ohio : Ohio University, 2003. http://www.ohiolink.edu/etd/view.cgi?ohiou1079466683.
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29
Chen, Shu-Fen, and res cand@acu edu au. "Cooperative Learning, Multiple Intelligences and Proficiency: application in college English language teaching and learning." Australian Catholic University. Faculty of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp120.25102006.
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The purpose of this research is to investigate whether the implementation of Cooperative Learning (CL) activities, incorporating the insights given by Howard Gardner’ (1993) theory of Multiple Intelligences (MI) and the notion of Whole Language Approach (WLA) in college EFL classrooms will have a positive effect on students’ language proficiency and attitude. A quasi-experimental study was developed. The site of this study was in an EFL classroom in a Taiwanese College. The subjects were from the researcher’s three English classes at Chung Hwa Institute of Medical Technology during one semester. Many learning activities based on Gardner’s theory of Multiple Intelligences were used while a Cooperative Learning approach was practiced. The data for this study was collected from three sources. One was from the subjects’ questionnaires on attitudes and on motivation, regarding Cooperative Learning and Multiple Intelligences. Another was from student interviews. The third was from the students’ test scores on their language proficiency tests. The results of the study showed that the experimental group that was taught using the ideas based on CL and MI outperformed the group based on CL, and the control group, on the Simulate English General Proficiency tests for the four language skills. Though there were no significant differences among them within this short-time study, the motivation in learning English was enhanced a great deal for the experimental group that was taught using the CL and MI ideas. Based upon the insight gained from this study, CL, MI, WLA and Language Learning Center were thus recommended to be integrated into the Junior College English curriculum. Pedagogical implications for the application of CL and MI in an EFL classroom were developed. Above all, suggestions for teacher development in CL and MI were proposed. Finally, suggestions for future research have been recommended.
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Temiz, Nida. "An Action Research On Program Development Process For Determining Multiple Intelligences Profiles Of 1st, 2nd And 3rd Graders." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612669/index.pdf.
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This study aimed to explore a program development process and explain how each component of the process contributes to overall procedure for determining 1st, 2nd, and 3rd grade students&rsquomultiple intelligences profiles. The action research was conducted through implementing the incremental components of development process namely
(1) needs assessment, (2) program design, (3) program implementation and verification, (4) summative evaluation. Purposeful sampling methods were used to select the participants of the study. On the basis of the purposeful sampling methods, the participants comprised of two elementary schools with their 1st, 2nd and 3rd grade students, teachers, parents
three branch teachers
instruments developers
experts from the fields of multiple intelligences, psychology, sociology, social pediatrics, neurology, psychiatry, and child neurology. The data collection methods were interview, observation, written document analysis, questionnaire. Descriptive and content qualitative analyses were used to analyze the data. For the validity and reliability purposes of the materials developed throughout the study, quantitative data and quantitative data analysis were conducted. The results of the needs assessment indicated that the 1st, 2nd and 3rd grade teachers had various purposes to determine their students&rsquo
multiple intelligences profile. They used various methods having both weaknesses and strengths. The most appropriate method was using multiple methods / sources. The program with its materials was developed in the program design phase. The materials were &ldquo
story inventory,&rdquo
&ldquo
film inventory,&rdquo
&ldquo
parent questionnaire,&rdquo
and &ldquo
performance assessment.&rdquo
The program including its materials had both weaknesses and strengths. Therefore, effective modifications were conducted on the program in the program implementation and verification phase. Finally, the results of the summative evaluation indicated that the study and the program reached their purposes largely.
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Huang, Chi. "Visuality and tacit knowledge the application of multiple intelligences theory to the design of user expeience in interactive multimedia contexts /." Australasian Digital Thesis Program, 2006. http://adt.lib.swin.edu.au/public/adt-VSWT20070214.163710/index.html.
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Thesis (DDes) - Faculty of Design, Swinburne University of Technology, 2006.Submitted in partial fulfilment of the requirements of the degree of Professional Doctorate in Design, Faculty of Design, Swinburne University of Technology - 2006. Typescript. Bibliography: p. 76-85.
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DeGennaro, Alfred Joseph. "Application of Multiple Intelligence Theory to an e-Learning Technology Acceptance Model." Cleveland State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1273053153.
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Bilgin, Koken Elmas. "The Effect Of Multiple Intelligences Based Instruction On Ninth Graders Chemistry Achievement And Attitudes Toward Science." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607413/index.pdf.
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The main purpose of the study was to compare the effectiveness of multiple intelligences theory based instruction (MITBI) and traditional science instruction (TSI) on 9th grade students’
understanding of chemical bonding concept and attitudes toward chemistry. In the study, 50 ninth grade students from two classes of Genç
Osman high school in Ankara were used. 25 of the students were assigned as experimental group and the other 25 as control group. They were instructed by the same teacher. The study was conducted during May of 2005. The groups were selected from eight 9th grade classes of Genç
Osman High School randomly. The students are at the ages between 14 and 16. The group which was assigned as experimental group was instructed by multiple intelligences theory based instruction (MITBI) whereas the other group was traditionally instructed. This experimental study took a period of three weeks. To determine the effectives of multiple intelligences based instruction over traditional science instruction, an achievement test about chemical bonding concept which consisted of 25 items were administered and an attitude scale toward chemistry developed by Geban et al., was applied. Science Process Skill Test was administered to investigate the relationship between the students&
#8217
science process skills and their achievement. For the statistical analysis, t-test, and Analysis of Covariance (ANCOVA) were used. The results showed that students who were instructed by multiple intelligences theory based instruction were achieved higher than the ones which were instructed by the traditional science instruction about chemical bonding concept. There was also a significant difference between the students instructed with Multiple Intelligences Theory Based Instruction (MITBI) and the students instructed with traditional science instruction (TSI) with respect to the attitudes of students toward chemistry. There was no significant difference between the attitudes and achievement of female students and that of male students. Students&
#8217
science process skills had no greater contribution to their success.
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Sarrazine, Angela Renee. "Addressing astronomy misconceptions and achieving national science standards utilizing aspects of multiple intelligences theory in the classroom and the planetarium." [Bloomington, Ind.] : Indiana University, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3178473.
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Thesis (Ph.D.)--Indiana University, Dept. of Currulum and Instruction, 2005.Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2093. Adviser: William J. Boone. "Title from dissertation home page (viewed Nov. 27, 2006)."
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Huang, Chi, and n/a. "Visuality and tacit knowledge the application of multiple intelligences theory to the design of user expeience in interactive multimedia contexts." Swinburne University of Technology, 2006. http://adt.lib.swin.edu.au./public/adt-VSWT20070214.163710.
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The major challenge for multimedia designers is to create user experiences that enrich the reception of content, designer�s traditional reliance on intuition not ensuring audience�s interest or understanding. The developing philosophy of user-centred design argues that designers should begin from an appreciation of their audience. In design there are various positions on how to achieve this, ranging from traditional market research through psychological, ethnographic, anthropological and sociological research to the direct involvement of users in the design process. This study draws on established knowledge about the cognitive processes, psychological motivations and preferences of user groups to advance a model for better-targeted and more effective design. In particular, it uses Howard Gardener�s multiple intelligences theory to extend design thinking. Where a specific audience is apparent multiple intelligences theory implies that (1) the interface should match user�s perceptual tools, cognitive styles and responses and (2) there is far greater scope than presently recognized to vary the design of the graphical user interface. The research explores how interactive multimedia can harness the �language of vision� (Johannes Itten) for certain audiences, in this case Taiwanese drawing students aiming to enter tertiary art and design programs where high academic drawing skills are an important selection criterion. The high �visual intelligence� of the target audience indicates their heightened capacity to process visual concepts and elements. The application of Gardner�s ideas is a speculative one, based on hypothesis and the formulation of an experimental graphical user interface environment built around predominantly visual cues. The designed outcome incorporates knowledge and understanding that is widely applicable to GUI design, challenging designers to develop multimedia products with innovative, imaginative design approaches that cater for the different needs and interests of users where the audience is a specific and identifiable one.
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Pokrud, Boonyarit. "H∞ optimal control : general solution by interpolation and design with multiple objective functions." Thesis, University of Surrey, 1989. http://epubs.surrey.ac.uk/847911/.
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A new method for solving Hinfinity control problems is developed. The method makes use of the Youla parametrization to characterize the set of all stabilizing controllers K(s) in terms of a stable function Q(s). and also to transform the Hinfinity control problem into a model-matching problem with an objective function E(s) being linear in Q(s). The model-matching problem is then solved by using the interpolation results of Hung. In the general case (i.e. problems of the 3rd kind) closed-form state-space characterizations of optimal and suboptimal solutions for Q(s) and E(s) are given. Furthermore, the solutions generally only require to solve two standard algebraic Riccati equations of smaller size than the McMillan degree of the (generalized) plant. This has an advantage of alleviating the computation burden associated with the ?-iteration required for determining the attainable minimum of ||E(s)||[infinity]. The Hinfinity approach to feedback design with multiple objective functions is studied in this thesis. For a system with two objective functions T[i](s), (i = 1, 2) a design criterion of minimizing the function max (||T[1](s)||[infinity], ||T[2](s)||[infinity]) subject to internal stability of the closed-loop system is proposed. The problem is formulated as an Hinfinity control problem and an iterative algorithm for obtaining a solution is given. A numerical example is given to illustrate the effectiveness of the proposed design technique for tightly bounding and shaping the frequency responses of two objective functions. The application of Hinfinity feedback design techniques to the control of flexible structures is investigated. Experiments are conducted in order to evaluate the use of the Hinfinity approach to the control of flexible structures. An Hinfinity optimal controller is designed and implemented in a laboratory system to manoeuvre a cantilever flexible beam and simultaneously control its vibrations. The controller performance is then assessed. The results obtained are shown to be satisfactory and encouraging.
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Green, Crystal D. "Perceptions of Usefulness: Using the Holland Code Theory, Multiple Intelligences Theory, and Role Model Identification to Determine a Career Niche in the Fashion Industry for First-quarter Fashion Students." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1271450339.
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CHU, PEI-LING, and 朱佩玲. "APPLYING THE MULTIPLE INTELLIGENCES THEORY INTO READING EDUCATION." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/31855467632794105267.
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碩士輔仁大學
教育領導與發展研究所
97
The research aimed to investigate the effectiveness of integrating the multiple intelligences into the teaching of mandarin reading and to inspire the researcher’s teaching belief, materials and approaches as well. After analyzing the characteristics and demand of the target students, the researcher focused the mandarin reading teaching on the following four intelligences: linguistic intelligence, logical-mathematical intelligence, intrapersonal intelligence and interpersonal intelligence and designed a series of curriculum to implement for one semester. Through collecting data and analyzing all the information from peer teaching observation, interviews, students’ performance on learning mandarin, self-evaluation of multiple intelligences, the questionnaire of students’ learning attitude and interview, and the reflective diaries kept by the researcher, the research came to the following significant findings. First, from the perspective of the students: integrating multiple intelligences into teaching of reading mandarin could promote students’ interest in learning the language, improve the performance on it and advance their self understanding and performance on multiple intelligences. Second, from the perspective of teachers: the researcher took a firmer attitude towards the concept of student-centered learning style. Besides, by constructively understanding the MI Profile of the differences between ordinary and specially-distinctive students, the researcher realized the uniqueness of learning styles and furthermore developed an idea to create different teaching projects. As far as the understanding of the belief of teaching language is concerned, the researcher became aware that the main idea of teaching language was to more emphasize the ability of self-learning, tried to guide students to learn by presenting excellent authentic work and enhanced the interaction and maturity of students by arranging more resonating learning styles with multiple intelligences among students organizations.
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Ashmore, Lara. "Web site usability and the theory of multiple intelligences /." 2003. http://wwwlib.umi.com/dissertations/fullcit/3091137.
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"IMPLICATIONS OF MULTIPLE INTELLIGENCES THEORY ON 1ST GRADERS' LITERACY EDUCATION." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605295/index.pdf.
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CHANG, HUI-YU, and 張慧瑜. "Action Research of Using Multiple Intelligences Theory in Festival Teaching." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/7k5yhs.
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碩士中華大學
科技管理學系
107
Grade 1-9 curriculum of compulsory education is no longer one-sidely emphasize on intellectual education teaching, but traditional assessments on learning performance still rely on pencil-and-paper test. Multiple intelligences(MI) breaks the point of single intelligence and takes into account various advantages of students. It enables teachers to have various teaching methods to respond accordingly to the trend of educational developement. This research is based on the theory of multiple intelligences in the teaching of festivals, and the subjects are the second grade students, adopting action research methods. They have 9 weeks and 24 classes, and 40 minutes of each class.In the course of teaching, the teaching process and teaching thought are recorded in detail.On the one hand, improve teaching and improve teachers' professional ability, on the other hand, explore the students' learning performance, transformation and the development of teaching in multiple intelligences festival teaching. During the teaching period, the results of this research were summarized by peer teacher observation record, notes on teaching and thinking, multi-Intelligent festive learning sheet, feedback sheet after multiple intelligences festival teaching, interview, multiple intelligences checking table and collection and analysis of qualitative data. 1.The application of multiple intelligences in festival teaching is a feasible. 2.Students like the multiple intelligences festival teaching style and willing to learn. 3.Most students can show strong intelligence, and weak intelligence through group cooperation has the opportunity to learn and grow. 4.In this research, the researchers were able to diversify their teaching and assessment methods and enhance their professional growth. 5.In the course of teaching, the researcher takes the student as the learning center, is the guide and the learner.
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Scapens, Mennie. "Implementing the theory of multiple intelligences in the junior secondary school." 2007. http://adt.waikato.ac.nz/public/adt-uow20070924.150708/index.html.
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Li, Yuh-Feng, and 李玉鳳. "Integrating the theory of Multiple Intelligences to improve students'''' learning attitude." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/09574441142201763991.
Full textAbstract:
碩士國立台北師範學院
數理教育研究所
89
Integrating the theory of Multiple Intelligences to improve students'''' learning attitude Abstract The purpose of this action research was to solve the problem the researcher (an in-service Natural Sciences teacher in a Taipei County elementary school) encountered in her third grade classroom. She observed some third graders had negative learning attitude toward Natural Sciences. Through a review of related literatures and after consultation with her advisor who had three years’ experience in remedial education from a model site schools project, the researcher decided to investigate whether the theory of Multiple Intelligences (MI) could be a solution to the above-mentioned problem. Subjects were the researcher’s 34 third grade students. During the entire fall semester of 2000, the researcher implemented MI in her Natural Science instruction and assessment activities in five instruction units. Data were collected through videotapes of classroom activities, the mentor teacher’s observation record, the researcher’s reflection notes as well as students’ learning diaries, questionnaires and interviews. The research findings were as below. 1. Post-test scores of scales on self efficacy, practical value and learning interests were significantly higher than pre-test scores. However, there was no significant difference between the pre- and the post-test scores in anxiety scale. 2. The learning attitude and achievement of a student who used to be passive, seldom involved in learning activities, and often demonstrated behaviors not compatible with teachers’ expectation improved significantly. 3. Through the process of this action research study, the researcher experienced the sweet taste of professional development and build self-confidence. Based on the result of the study, some suggestions were made for teachers and future studies. Keywords: action research, learning attitude, Multiple Intelligences
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張韶云. "Action Research for Multiple Intelligences Theory in 4th grader Music Appreciation." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/67480312818680677176.
Full textAbstract:
碩士國立新竹教育大學
人資處音樂教學碩士班
99
This study aimed at investigating multiple-intelligence’s teaching model and teaching effects in the class of music appreciation for 4th grade elementary students. Researcher used 29 4th grade students in one elementary school in Taiping District, Taichung City as the research objects and self-designed a music appreciation multiple-intelligence curriculum that focused on bodily kinesthetic, spatial intelligence and music intelligence and supplemented with other intelligences. Researcher served as actual instructor during the research course and collocated with the class teacher and Art and Humanities teacher to form a teaching team. Besides collecting related literatures, this research also used teaching journal, interview report between students and co-researchers, co-researcher’s observation journal, teaching activity learning sheet, tests of the effectiveness of musical elements, and survey questionnaires to be the main data source and then considered co-researcher’s suggestions to analyze and conclude the following results: 1. Multiple-intelligence is suitable for use in music appreciation class model for 4th grade elementary students. A. The teaching structure of music appreciation multiple-intelligence curriculum that is aimed at predominance intelligence did not fall out of music curriculum’s topicality and teaching points. B. The Orff Method was used to design music appreciation multiple-intelligence course in order to attain the teaching goal of music appreciation. C. Diverse and rich music appreciation teaching contents triggered student’s interests. 2. The application of multiple-intelligence brings practical effects to the teaching of 4th grade student’s music appreciation class. A. By using student’s learning on predominance intelligence, student’s music cognition was promoted. B. Student’s affective attitude in participating in music appreciation activities was promoted. C. During the course of music appreciation multiple-intelligence teaching, students showed their creativity in music, drawing, language, and eurhythmics. D. The application of multiple-intelligence in the teaching of music appreciation can fully develop student’s multiple intelligence. 3. Action research can effectively solve problems encountered in the practices of “the application of multiple-intelligence in the teaching of music appreciation.” Finally, according to the above conclusions, specific suggestions are given for teachers, schools, education administration authority, and future research directions respectively.
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Tsai, Hui-Fen, and 蔡慧芬. "Use Theory of Multiple Intelligences to Investigate on 6th graders’ Learning Strategies." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/76446151522428242197.
Full textAbstract:
碩士國立台北師範學院
數理教育研究所
92
Use Theory of Multiple Intelligences to Investigate on 6th graders’ Learning Strategies Abstract There were three main purposes to be discussed in this study. First, discussing the distribution of multiple intelligences of the sixth-grade elementary students. Secondly, discussing learning strategies of the sixth-grade elementary students. Finally, it can be used to discuss the relationship between learning style and multiple intelligences in the sixth-grade elementary students. The sample included 377 elementary students who were administered two instruments: Multiple Intelligences Appraisal for the Elementary Students and Learning Strategies Scale for the Elementary Students in a elementary school of Taipei County. The data was analyzed through the methods of descriptive and Pearson product-moment correlation using a SPSS for windows 10.0 package. There were 12 students being involved by semi-construction interview in outline. The main finding of this study were as follows: 1. According to a quantitative analysis based on this poll (1) On multiple intelligences, the scores from the highest to the lowest of the sixth-grade elementary students were spatial intelligence, logical-mathematical intelligence, intrapersonal intelligence, interpersonal intelligence, bodily-kinesthetic intelligence, linguistic intelligence, musical intelligence, and naturalist intelligence. (2) On learning strategies, the scores from the highest to the lowest of the sixth-grade elementary students were motivation strategies, cognitive strategies, and resource management strategies. (3) With reference to learning strategies, multiple intelligences have been showed significant differences in intrapersonal intelligence, interpersonal intelligence, and linguistic intelligence. 2. Through the in-depth interview process, full comprehension the issues related to the multiple intelligences and learning strategies (1) The awareness toward strong intelligence as perceived by students in this study was highly prepared. (2) Particularly, students in this study are not familiar to complex elaboration strategies. Students use a few of strategies, such as reading, writing and recitation, which were very traditionally used. (3) It’s interesting to know that students were aware of their superior strengths increasing self-confident and improving self-esteem in the interview process. Finally, a total of six suggestions were proposed to provide references for related authorities to promote multiple intelligences and learning strategies education, and to pave the way for further studies. Key words: Multiple intelligences, Learning strategies, Strong intelligence
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Jenne, Daniel P., and 甘丹. "Translating multiple intelligences (MI) theory into stand-alone, classroom-ready EFL teaching materials." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/675svf.
Full textAbstract:
碩士國立嘉義大學
國民教育研究所
97
This thesis uses multiple intelligences theory to design stand-alone, classroom-ready EFL teaching materials; a new curriculum model was invented in the process. EFL materials on the market are generally grammar- and vocabulary-based materials that make little use of student input or creativity and have little relevance to students' lives. A new approach is necessary for wider-reaching success of EFL teaching, including not only improving students' English language ability but also in fostering self-respect, self-confidence, and respect and representation of students' native cultures. Howard Gardner's multiple intelligences theory was combined with ideas presented by Jerome Bruner, Ralph Tyler, and others to define principles for the design of the materials. Based on those principles, the researcher used his several years of experience teaching and designing curricula to create teaching materials. A new curriculum model was invented, the trellis curriculum model, which can be used without limitation of age, second-language ability level, or subject boundaries. An example trellis curriculum, the Action trellis, and a module based upon it were fully developed. All of the multiple intelligences are represented in significant ways within the Action trellis and all of the defined design principles were reached.
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Chang, Yu-Hsuan, and 張玉璇. "Learning effectiveness of using the Recommendation Learning System based on multiple intelligences theory." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/87809622055854408586.
Full textAbstract:
碩士國立臺中教育大學
數位內容科技學系碩士班
98
The recommendation system becomes to known because the popularization and advanced development of network cause information overload. On top of that, the information overload is becoming increasingly serious, and the current search engine is still unable to reach the optimization of information filtering. However, it was discovered that the recommendation learning system can reduce time cost and increase efficiency for the first-time to learn. As a result of the social change which leads to change the education thought. People pay more attention on the multiple intelligences because diversified thoughts were development. In the studies about multiple intelligences, we find that all of them have positive effect on education, for example, learning efficiency, problem solving, and class management, etc. This teaching experiment research is based on intelligent recommendation learning system, learners could use to this system to enhance their learning effectiveness. In addition, through statistical analysis of the multiple intelligences inventory, we discuss issues on the learner's strong and non-strong intelligent influence for learning efficiency. By doing this, we try to understand what kind of the intelligence suits our recommendation learning system. Students in the experimental group that utilize intelligent recommendation learning system are more prominent than students in control groups with traditional teaching. This means that the learning efficiency with intelligent recommendation learning system is better than the learning efficiency with traditional teaching. In the strong intelligences, there exist prominent differences of logical-mathematical intelligence and intrapersonal intelligence in eight intelligences of learning efficiency. This means that learners who have logical-mathematical intelligence or intrapersonal intelligence are the best suited for the teaching with intelligent recommendation learning system. Finally, the “perceived ease of use” correlates positively with “perceived usefulness” in the technology acceptance model (TAM). The “perceived usefulness”, “perceived ease of use”, “flow”, and “arousal” correlate positively with acceptance for the intelligent recommendation learning system. Besides, we look into the situation where genders in the path relation mode have significant differences. First, we find that “perceived ease of use” correlates significantly with “perceived usefulness”, and t value is 3.52. Second, the “perceived usefulness” correlates significantly with “environmental acceptance”, and t value is 4.08. Finally, the arousal correlates significantly with environmental acceptance, and t value is 7.86.
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Chen, Yih-fang, and 陳藝方. "APPLICATION OF MULTIPLE INTELLIGENCES THEORY IN ENGLISH INSTRUCTION IN EXTENSION SENIOR HIGH SCHOOL." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/87677915251724236356.
Full textAbstract:
碩士國立高雄師範大學
英語學系
93
The purpose of the study was to investigate the effect of the multiple intelligences (MI) model on instruction in Taiwanese extension senior high school. I particularly put under scrutiny the adult students' attitudes towards English studies and their responses to the classroom interaction elicited in MI-based activities as well as the course materials. In addition, the adult students’ responses to the teacher's MI-based instruction were explored. First of all, 95 second-grade students were recruited as subjects from three classes in Kaohsiung Municipal Tsoying Extension Senior High School. Next, I designed my English lesson plan based on the adult students' MI inventory and their responses to the eighteen-week MI-based instruction. During the instruction, the adult students were asked to keep an English learning journal which aimed to serve as a window on their responses to the MI-based courses. Then, questionnaires were administered to them in order that more information about the effect of MI in classroom could be gained. Last, data collected from the English learning journals and questionnaires were set to undergo quantitative and qualitative analyses. The findings of the study were summarized as follows: 1. The application of the MI-based instruction had a positive influence on the adult students' attitudes towards studying English. 2. The adult students liked the lively classroom atmosphere, the various teaching activities, and the supplemental learning materials. 3. The adult students gave positive responses to the MI-based instruction in English classes. Based on the research findings, the pedagogical implications for EFL teachers were provided as follows. 1. EFL teachers should understand the characteristics of adult students, help them develop their strengths of multiple intelligences, and motivate them to study English. 2. EFL teachers should add variety to their instruction through changing instructional models and adopting different teaching activities. 3. EFL teachers could design relevant and meaningful learning materials to meet the students’ needs and arouse their interests to learn. 4. EFL teachers could use cooperative learning activities to encourage students’ interaction and participation in class.
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Hsu, Chiao-Ying, and 許巧瑩. "Applying Holland’s theory and Multiple Intelligences for analyzing online consumer behavior: Book recommendation." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/14616772627617184481.
Full textAbstract:
碩士國立臺北大學
資訊管理研究所
100
Both Questionnaires and Marketing are closely related to the role - People. However, most current market surveys focus on Product instead of People. To design surveys to investigate the root cause which influences consumers’ preferences, we combine multiple intelligences with Holland's theory consisting of six personalities. Through analyzing the reciprocal effects of consumer personalities and intelligences, this people-oriented questionnaire can assist companies in understanding their consumers comprehensively and in discovering new market strategies and segments. To conduct our research, we develop an online questionnaire tool through which an entertaining and interactive survey can be generated and be propagated to social networks automatically. With our psychology-like survey, consumers are also motivated to fill out the web surveys to get personality analysis and product recommendation feedbacks. Their behaviors can also be effectively categorized by cross-tabulation, and hence, companies can understand the interactions between consumers’ preferred products and consumers’ personalities. Independent T-test analysis and Pearson correlation are used to test hypotheses of satisfaction. In brief, this research finds that psychological-mapping recommendation has significant impact on consumer satisfaction, and enhances their cognition of profession, pleasure, and purchase intention.
50
"Relationship between Implementing Gardner's Theory of Multiple Intelligences and Fifth Graders' Attitudes toward School." East Tennessee State University, 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0326101-090654/.
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