Journal articles: 'Theory of the Multiple Intelligences by H'

1

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Sung Hyun Kim and PooGyeon Park. "Observer-Based Relaxed ${{\cal H}}_{\infty }$ Control for Fuzzy Systems Using a Multiple Lyapunov Function." IEEE Transactions on Fuzzy Systems 17, no. 2 (April 2009): 477–84. http://dx.doi.org/10.1109/tfuzz.2008.2011136.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Gardner, Howard, and Thomas Hatch. "Multiple Intelligences Go to School: Educational Implications of the Theory of Multiple Intelligences." Educational Researcher 18, no. 8 (November 1989): 4. http://dx.doi.org/10.2307/1176460.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Shearer, Branton. "Multiple Intelligences Theory after 20 Years." Teachers College Record: The Voice of Scholarship in Education 106, no. 1 (January 2004): 2–16. http://dx.doi.org/10.1177/016146810410600102.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

., Anmol. "REVIEW OF THEORY OF MULTIPLE INTELLIGENCES." International Journal of Engineering Applied Sciences and Technology 4, no. 3 (July 31, 2019): 492–95. http://dx.doi.org/10.33564/ijeast.2019.v04i03.075.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Yong-Lin Moon and 전종희. "Applying Multiple Intelligences Theory intoCorporate Situation." Journal of Vocational Education & Training 11, no. 2 (August 2008): 143–64. http://dx.doi.org/10.36907/krivet.2008.11.2.143.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Shearer, Branton. "Multiple Intelligences Theory After 20 Years." Teachers College Record 106, no. 1 (January 2004): 2–16. http://dx.doi.org/10.1111/j.1467-9620.2004.00312.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Hoerr, Thomas R. "Introducing the Theory of Multiple Intelligences." NASSP Bulletin 80, no. 583 (November 1996): 8–10. http://dx.doi.org/10.1177/019263659608058303.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

White, Allan Leslie. "Editor’s Note: Is the Multiple Intelligences Theory a Research-Based Theory or a Story with a Positive Message?" Southeast Asian Mathematics Education Journal 9, no. 1 (December 31, 2019): 57–64. http://dx.doi.org/10.46517/seamej.v9i1.74.

Full text

Abstract:

Howard Gardner introduced his Theory of Multiple Intelligences in 1983. It is a model of intelligence which differentiates intelligence into various specific (primarily sensory) modalities, rather than being dominated by a single general ability such as IQ. The Theory of Multiple Intelligences has attracted controversy and criticism among the research community but has resonated with teachers and many educationalists who have supported the practical value of various educational approaches suggested by the Theory of Multiple Intelligences. This paper will investigate claims that the Multiple Intelligences Theory is a research-based theory, or as critics have claimed, it is a good story with a positive message.

APA, Harvard, Vancouver, ISO, and other styles

19

Altan, Mustafa Zülküf. "The Theory of Multiple Intelligences and values education." Pegem Eğitim ve Öğretim Dergisi 1, no. 4 (December 1, 2011): 53–57. http://dx.doi.org/10.14527/c1s4m6.

Full text

Abstract:

Howard Gardner's theory of Multiple Intelligences has a potential to change all of our conceptions about the abilities of human beings from top to bottom. Gardner's main aim in this theory is to prove that intelligence is not a single construct and human beings possess at least seven distinct intelligences independent from each other. Gardner (1999) in his work of Intelligence Reframed: Multiple Intelligences for the 21st Century emphasizes that one of our aims in the new century will not only bring these different intelligences together and use in harmony but also to question how to bring intelligence and the morality together in order to help different people come together to live in happiness and peace to create a better world. This perspective leads us to think of the existence of a new intelligence. Things we witnessed in the 20th century and have been witnessing in the 21st century convince us about the importance and how much we are in need of discussing the existence of the Moral Intelligence. This article advocates the existence of the Moral Intelligence which Gardner and his friends have difficulty in defining and value education can be studied under the umbrella of the theory of Multiple Intelligences focusing on the Moral Intelligence.

APA, Harvard, Vancouver, ISO, and other styles

20

Camargo, Renata Gomes, and Carolina Lisbôa Mezzomo. "Characteristics of patients with language disorders and the theory of multiple intelligences." Revista CEFAC 19, no. 5 (September 2017): 629–44. http://dx.doi.org/10.1590/1982-021620171952817.

Full text

Abstract:

ABSTRACT Purpose: to investigate which intelligence, described in the Theory of Multiple Intelligences, favors the development of language (linguistic intelligence) of the patients, in relation to the studied variables: development phase (children and adolescents), sex and preferential intelligences. Methods: the quantitative-qualitative approach was used, with the identification by content analysis of the preferred intelligences of the 107 patients participating in the investigation and the intelligences contemplated in each therapy. After the coding of these data in numbers, the results obtained in the 1,802 therapies analyzed were compared with the development phase, sex and preferential intelligences, using a statistical test. Results: in the analysis of the data, it was evidenced that the results obtained in the therapy differ between children and adolescents, according to the intelligences contemplated, which is also observed when considering females and males, but to a lesser extent. Conclusion: it is important to observe the characteristics of age, sex and preferential intelligences, in relation to the contemplation of the different intelligences in the activities developed in the therapy, with a view to the qualification of the results.

APA, Harvard, Vancouver, ISO, and other styles

21

Faidah, Ririn Tutik, Endang Fauziati, and Suparno Suparno. "TEACHERS' BELIEFS ON MULTIPLE INTELLIGENCE BASED ENGLISH TEACHING FOR YOUNG LEARNERS." EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS 8, no. 1 (May 13, 2019): 60–72. http://dx.doi.org/10.26618/exposure.v8i1.2051.

Full text

Abstract:

Multiple intelligences theory asserted that human intelligence is not only measured by standardized IQ test on verbal and mathematical ability. However, this theory assumed that human intelligences contains of nine types of intelligences showed by each individual. By recognizing the different type of intelligences, it will help to know the different style of learners. Starting from this point, many teachers who understand the differences in learning among the students, they started to implement this theory for their instruction in order to improve the quality of teaching. This study was aimed to explore the teachers’ beliefs about the use of multiple intelligences based English teaching for young learners. The researcher used descriptive qualitative design to explore the teachers’ beliefs on the use of multiple-intelligences based English teaching for EFL young learners. This study was conducted in one of the elementary schools in Surakarta, which implemented multiple intelligences theory as a system in their instruction process. Two teachers were chosen to participate in this study and data was collected through the interview. The finding revealed that teachers’ beliefs on multiple intelligences theory based English teaching for young learners are a best strategy to be implemented in current teaching and learning process at their school. They believed that multiple intelligences system enhance the students’ achievement. They also realized the importance of the multiple intelligences theory based English teaching to improve their instruction.

APA, Harvard, Vancouver, ISO, and other styles

22

LIU, Yuanjun. "The study of high school English speaking teaching under the multiple intelligences theory." Region - Educational Research and Reviews 4, no. 4 (November 11, 2022): 1. http://dx.doi.org/10.32629/rerr.v4i4.1059.

Full text

Abstract:

This paper takes multiple intelligences theory as the study object, the main purpose is to explore the application of multiple intelligences theory in oral English teaching in senior high schools. Firstly, this paper analyzes the theory of multiple intelligences on the basis of reviewing previous studies. Then according to the present situation and problems of oral English in Chinese senior high schools, this article discusses how to apply the theory of multiple intelligences to oral English teaching in senior high schools.

APA, Harvard, Vancouver, ISO, and other styles

23

Eisner, Elliot W. "Multiple Intelligences: Its Tensions and Possibilities." Teachers College Record: The Voice of Scholarship in Education 106, no. 1 (January 2004): 31–39. http://dx.doi.org/10.1177/016146810410600104.

Full text

Abstract:

This article explores the tensions between Howard Gardner's theory of multiple intelligences and current educational policies emphasizing standardized and predictable outcomes. The article situates Gardner's theory within the historical interests among psychometricians in identifying those core processes that constitute human intelligence. Gardner's theory of multiple intelligences provides a significant contrast to the models of mind that have traditionally been used to understand how people think and make intelligent choices. The pursuit of a single G factor is contrasted with an array of specific intelligences in Gardner's conception. The implications of Gardner's view for education pertain to the cultivation of the various ways in which humans reflect intelligently and the implicit recommendation that individual proclivities, interests, and intelligences be cultivated. Such an approach to schooling would yield differences among the outcomes for children whose intelligences differed. It is this orientation to the aims of education that conflicts dramatically with a standards-driven approach to school improvement.

APA, Harvard, Vancouver, ISO, and other styles

24

Lin, Yulan, and Qingsheng Lu. "An Investigation on the Multiple Intelligences of English Major Undergraduates in a University in Jiangxi Province." Studies in Linguistics and Literature 4, no. 4 (October 30, 2020): p131. http://dx.doi.org/10.22158/sll.v4n4p131.

Full text

Abstract:

The Multiple Intelligences theory is composed of eight various intelligence, which concludes all aspects of human beings. Every individual has a different degree of these eight intelligences, but these eight intelligences are conducive to the overall development of persons and are in line with the current talent training goals of college English majors. So as to make better use of Multiple Intelligences theory in college English majors’ teaching, this paper did a survey of multiple intelligences to English major students in a university of Jiangxi Province. The results reveal that the level of multiple intelligences of English majors in the university is in a general state, and their weaknesses intelligence and superior intelligence are music intelligence and naturalist intelligence respectively. What’s more, the results provide three aspects of enlightenments for a better use of Multiple Intelligences for further college teaching: based on students’ current multiple intelligences; make use of students’ learning styles and learning strategies; enable students to get overall development. It is hoped that the article could offer some inspiration to current teaching of English majors in universities, and also provide some new ideas for better use of the teaching method guided by the theory of Multiple Intelligences.

APA, Harvard, Vancouver, ISO, and other styles

25

Chiciuc, Constantin. "Theory of multiple intelligences: arguments and applications." Univers Pedagogic, no. 2(70) (July 2021): 14–22. http://dx.doi.org/10.52387/1811-5470.2021.2.03.

Full text

Abstract:

The article addresses theoretical-explanatory aspects of the theory of multiple intelligences, and there are presented some critical assessments of this theory. It is analyzed how the model of the theory of multiple intelligences can be applied in the educational practice on the example of a class of students from the „Ioan Vodă” Theoretical Liceum from Cahul. The article also contains the results of a practical study that reveals the identification of the type of dominant intelligence, the correlation of the type of dominant intelligence and school success in mathematics.

APA, Harvard, Vancouver, ISO, and other styles

26

Kassell, Cathy. "Music and the Theory of Multiple Intelligences." Music Educators Journal 84, no. 5 (March 1998): 29–60. http://dx.doi.org/10.2307/3399127.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Gardner, Howard. "Audiences for the Theory of Multiple Intelligences." Teachers College Record 106, no. 1 (January 2004): 212–20. http://dx.doi.org/10.1111/j.1467-9620.2004.00329.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Al-Kalbani, Muna Saif, and Suad Saleh Al-Wahaibi. "Testing the Multiple Intelligences Theory in Oman." Procedia - Social and Behavioral Sciences 190 (May 2015): 106–12. http://dx.doi.org/10.1016/j.sbspro.2015.04.923.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Al-Kalbani, Muna Saif, and Suad Saleh Al-Wahaibi. "Testing the Multiple Intelligences Theory in Oman." Procedia - Social and Behavioral Sciences 190 (May 2015): 575–81. http://dx.doi.org/10.1016/j.sbspro.2015.10.001.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Basid, Abdul. "تدريس مهارة الكلام في ضوء نظرية الذكاءات المتعددة بالتطبيق على تلاميذ مدرسة أناك صالح الابتدائية مالانج جاوى شرقية." Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya 5, no. 2 (December 1, 2017): 88–116. http://dx.doi.org/10.23971/altarib.v5i2.770.

Full text

Abstract:

AbstractThis reserach elaborates on the Arabic instruction, especially speaking skill based on Multiple Intelligences Theory. The research problems are: (1) what is the process of Arabic instruction based on Multiple Intelligences; and (2) what is the effectiveness of the use of Multiple Intelligence Theory in Arabic instruction, specially speaking skill. The design of this study is experimental study. Thus to get a focus, the researcher determines to use population and sample only for students who have word smart and auditory learning style by applying Multiple Intelligences Research. The result of this study is: (1) the process of speaking skill based on Multiple Intelligences Theory consist of personality, guideline (title, material, competence standard, indicator, period), procedure (scene setting, preface activity, main activity, closing activity), evaluation; (2) the result of speaking skill by using Multiple Intelligences theory in post test in experiment group is mean 79,16, paired different mean 23,33, standard deviation 7,35, standard error 3,00, t-test 5,534 and significant value 0,003 and the effectively level of the use of Multiple Intelligences theory in speaking skill is t-test 5,534, this level is higher than t-table 1% (2,11) and 5% (2,29).الكليمات الرئيسية: الذكاء، جوانب الذكاءات المتعددة، مهارة الكلام

APA, Harvard, Vancouver, ISO, and other styles

31

Chen, Jie-Qi. "Theory of Multiple Intelligences: Is it a Scientific Theory?" Teachers College Record: The Voice of Scholarship in Education 106, no. 1 (January 2004): 17–23. http://dx.doi.org/10.1177/016146810410600103.

Full text

Abstract:

This essay discusses the status of multiple intelligences (MI) theory as a scientific theory by addressing three issues: the empirical evidence Gardner used to establish MI theory, the methodology he employed to validate MI theory, and the purpose or function of MI theory.

APA, Harvard, Vancouver, ISO, and other styles

32

Chen, Jie-Qi. "Theory of Multiple Intelligences: Is It a Scientific Theory?" Teachers College Record 106, no. 1 (January 2004): 17–23. http://dx.doi.org/10.1111/j.1467-9620.2004.00313.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Astuti, Juli. "RAHASIA MULTIPLE INTELLIGENCE PADA ANAK." Journal ISTIGHNA 1, no. 2 (July 25, 2018): 37–61. http://dx.doi.org/10.33853/istighna.v1i2.3.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

34

Xie, Ming, and Xiaoqin Xu. "Construction of a College Physical Education Teaching Model Using Multiple Intelligences Theory." Scientific Programming 2022 (April 25, 2022): 1–10. http://dx.doi.org/10.1155/2022/1837512.

Full text

Abstract:

In recent years, China has comprehensively carried out and implemented the “national fitness campaign.” Sports have been integrated into everyone’s daily life. As a place for cultivating talents, colleges and universities have also begun to reform the physical education teaching mode and cultivate a number of talents with strong competition ability, teaching ability, and adaptability to the society. With the deepening of the reform of physical education teaching mode in colleges and universities, some colleges and universities have introduced the theory of multiple intelligences. By analyzing the concept and content of the theory of multiple intelligences and comparing it with the traditional physical education teaching mode, it fully reflects the advantages of the theory of multiple intelligences in physical education teaching. This paper uses fuzzy mathematics and fuzzy set algorithm to build a teaching model based on the theory of multiple intelligences. Moreover, we study the innovative methods of college physical education teaching, take college physical basketball teaching as the research object, and analyze the students’ sports technology, students’ teaching practice ability, and students’ thinking ability based on the theory of multiple intelligences. Experimental outcomes show that the teaching method guided by the theory of multiple intelligences was designed for the intelligent characteristics of the students in the experimental group, and the teachers and students communicated with each other during the teaching period, which significantly improved the students’ thinking ability.

APA, Harvard, Vancouver, ISO, and other styles

35

Xie, Ming, and Xiaoqin Xu. "Construction of a College Physical Education Teaching Model Using Multiple Intelligences Theory." Scientific Programming 2022 (April 25, 2022): 1–10. http://dx.doi.org/10.1155/2022/1837512.

Full text

Abstract:

In recent years, China has comprehensively carried out and implemented the “national fitness campaign.” Sports have been integrated into everyone’s daily life. As a place for cultivating talents, colleges and universities have also begun to reform the physical education teaching mode and cultivate a number of talents with strong competition ability, teaching ability, and adaptability to the society. With the deepening of the reform of physical education teaching mode in colleges and universities, some colleges and universities have introduced the theory of multiple intelligences. By analyzing the concept and content of the theory of multiple intelligences and comparing it with the traditional physical education teaching mode, it fully reflects the advantages of the theory of multiple intelligences in physical education teaching. This paper uses fuzzy mathematics and fuzzy set algorithm to build a teaching model based on the theory of multiple intelligences. Moreover, we study the innovative methods of college physical education teaching, take college physical basketball teaching as the research object, and analyze the students’ sports technology, students’ teaching practice ability, and students’ thinking ability based on the theory of multiple intelligences. Experimental outcomes show that the teaching method guided by the theory of multiple intelligences was designed for the intelligent characteristics of the students in the experimental group, and the teachers and students communicated with each other during the teaching period, which significantly improved the students’ thinking ability.

APA, Harvard, Vancouver, ISO, and other styles

36

Oprescu, Monica, and Florin Oprescu. "Multiple Intelligences in Teaching Literature." Romanian Journal of English Studies 9, no. 1 (December 1, 2012): 113–19. http://dx.doi.org/10.2478/v10319-012-0012-0.

Full text

Abstract:

Abstract Discussing the conventional teaching of literature versus an alternative one, a new viewpoint is brought by Howard Gardner’s theory of multiple intelligences (1983). Considering that we have different ways of increasing knowledge, of learning, we thought of a way of developing these intelligences through literature: the practical approach refers to literary texts studied from all these perspectives.

APA, Harvard, Vancouver, ISO, and other styles

37

O'Brien, Patrick, and Paul C. Burnett. "The Theory of Multiple Intelligences: Implications for Counseling Children." Australian Journal of Guidance and Counselling 10, no. 1 (November 2000): 145–56. http://dx.doi.org/10.1017/s1037291100004209.

Full text

Abstract:

This paper discusses the application of Gardner's (1983) theory of multiple intelligences to the counseling of children, particularly young children who appear as repeat offenders in the school system. Specifically this paper seeks to answer the question: Does Gardner's theory of multiple intelligences have an application to counseling, and if so how would this theory impact on counseling practice? The results of this study suggest that Gardner's theory does have application to professional counseling practice, particularly with children.

APA, Harvard, Vancouver, ISO, and other styles

38

Samad Umarella, Mahatir Afandi Attamimi,. "IMPLEMENTATION OF THE THEORY MULTIPLE INTELLIGENCES IN IMPROVE COMPETENCE OF LEARNERS ON THE SUBJECTS OF ISLAMIC RELIGIOUS EDUCATION IN SMP NEGERI 14 AMBON." al-Iltizam: Jurnal Pendidikan Agama Islam 4, no. 1 (June 24, 2019): 73. http://dx.doi.org/10.33477/alt.v4i1.817.

Full text

Abstract:

The purpose is to discover about Implementation Of Multiple Intelligences Theory to increase the ability of student in Islamic education’s subject of SMP Negeri 14 Ambon and to discover about supporting and obstacle factors of Implementation Of Multiple Intelligences Theory to increase the ability of student in Islamic education’s subject of SMP Negeri 14 Ambon. This research is using mixed method (qualitative facilitated by quantitative). The writer using observation, interview, documentation, and questionnaire to collect data. The results of this research has shown that Implementation Of Multiple Intelligences Theory to increase the ability of student in Islamic education’s subject of SMP Negeri 14 Ambon is greatly achieved. Proven with all activities like learning process and extracurricular programs in schools is already supported and developed the ninth intelligences. Although in developing process not all of that intelligences can perfectly achieved and not all that intelligences has achieved at the same time. The ninth intelligencesis linguistic-verbal intelligence, mathematiclogic intelligence, visual-spacial intelligence, kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, and existencial spiritual intelligence. The supporting factors of Multiple Intelligences Theory is suficient infrastructure facilities and teacher, good interaction within teacher and student, and great cooperation with public. Otherwise the obstacle factors of Multiple Intelligences Theory is less participation from parents, busy teacher, less information about intraschool competition’s events and the variance levels of student intelligences.

APA, Harvard, Vancouver, ISO, and other styles

39

Seknun, Faqih, and Mahatir Afandi Attamimi. "IMPLEMENTASI TEORI KECERDASAN MAJEMUK (MULTIPLE INTELLIGENCES) DALAM MENINGKATKAN KOMPETENSI PESERTA DIDIK PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM." Journal of Education and Culture 2, no. 2 (June 30, 2022): 132–42. http://dx.doi.org/10.58707/jec.v2i2.295.

Full text

Abstract:

This research is using mixed method (qualitative facilitated by quantitative). The writer using observation, interview, documentation, and questionnaireto collect data. The results of this research has shown that Implementation Of Multiple Intelligences Theory to increase the ability of student in Islamic education’s subject inSMP Negeri 14 Ambon is greatly achieved.Proven with all activities like learning process and extracurricular programsin schools is already supported and developed the ninth intelligences. Although in developing process not all of that intelligences can perfectly achieved and not all of that intelligences has achieved at the same time. The ninth intelligencesis linguistic-verbal intelligence, mathematic-logic intelligence, visual-spacial intelligence, kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, and existencialspiritual intelligence. The supporting factors of Multiple Intelligences Theory issuficientinfrastructure facilities and teachers, good interaction within teacher and student,andgreat cooperation with public. Otherwise the obstacle factors of Multiple Intelligences Theory is less participation from parents, busy teacher, less information about intraschool competition’s events and the variance levels of student intelligences.

APA, Harvard, Vancouver, ISO, and other styles

40

Yavich, Roman, and Irina Rotnitsky. "Multiple Intelligences and Success in School Studies." International Journal of Higher Education 9, no. 6 (September 18, 2020): 107. http://dx.doi.org/10.5430/ijhe.v9n6p107.

Full text

Abstract:

The applications of multiple intelligence theory in education are wide. Students apply the learning in the classroom according to their own dominant intelligence and learning style, which is most effective for them. Combining learning styles with dominant intelligences enhances the students' learning processes.The purpose of this case study is to examine the relationship between dominant intelligences according to Gardner's multiple intelligence theory and middle school students' academic achievement. A case study was conducted in Israel, in a middle school, among seventh-graders and involved 158 students.Findings indicated that in excellent classes - 80.9% of students had logical intelligence, in at least one of the levels of dominance; in ordinary classes only 48.4% of students have logical intelligence, at least in one of the levels of dominance. We also examined the relationship between the amount of dominant intelligences among students in all classes, excellent and ordinary. Findings indicated that in excellent classes the percentage of students with two or three dominant intelligences was higher than the percentage in ordinary classes. It is important to note that these are not just the logical and verbal, but also all types of intelligences, such as spatial, musical, kinetic and others.In conclusion, the dominant intelligences that highly influence and measure achievement in the education system are not the logical-mathematical and the linguistic-verbal, but the only logical-mathematical. Moreover, the amount of intelligences at the dominant levels can predict and indicate student's success at school.

APA, Harvard, Vancouver, ISO, and other styles

41

Meneviş, Ipek, and Bahire Efe Özad. "Do Age and Gender Influence Multiple Intelligences?" Social Behavior and Personality: an international journal 42, no. 1 (January 1, 2014): 9S—19S. http://dx.doi.org/10.2224/sbp.2014.42.0.s9.

Full text

Abstract:

In the theory of multiple intelligences put forth by Howard Gardner, initially, he classified 7 intelligences (logical, linguistic, musical, visual, kinesthetic, interpersonal, and intrapersonal) and later added another 2 (naturalistic, existential). In this study our aim was to explore whether or not there is a correlation between these 9 intelligence types and individuals' age and gender. We used cluster sampling to select participants for the study from students in grades 10, 11 and 12 at 4 high schools in the Famagusta and Iskele Districts, Northern Cyprus. We used the Multiple Intelligences Inventory and performed independent samples t test and analysis of variance. We found statistically significant differences for verbal, kinesthetic, existential, musical, interpersonal, intrapersonal, and naturalist intelligences according to gender and statistically significant differences for visual, logical, intrapersonal, naturalist, and existential intelligences according to age.

APA, Harvard, Vancouver, ISO, and other styles

42

Yahay Mohammed Bani Abduh, Raafat Abd-el baast Kabil,. "Analyzing the Reality of the Education Process at Najran University in Light of the Theory of Multiple Intelligences among Faculty Members." Psychology and Education Journal 58, no. 1 (January 15, 2021): 5842–63. http://dx.doi.org/10.17762/pae.v58i1.1997.

Full text

Abstract:

The current study aimed to identify the reality of the education process at the University of Najran in light of the theory of multiple intelligences among faculty members by analyzing aspects of the education process according to the theory of multiple intelligences, and a questionnaire was used to assess aspects of the education process, The study sample consisted of (480) faculty members, and the results of the study showed that the faculty members evaluation of the reality of the learning process at Najran University was moderate, and the results showed that there were no statistically significant differences in the reality of the educational process at the University of Najran in light of the theory of multiple intelligences according to the gender variable. The results also found that there were statistically significant differences in the reality of the educational process at the University of Najran in light of the theory of multiple intelligences according to the variable of the type of college in favor of the practical colleges, and a vision for the development of the education process at Najran University was also developed in light of the theory of multiple intelligences, The study recommended the need to take into account the individual differences between students in their multiple intelligences, and the necessity to encourage students to discover their multiple intelligences, which helps the teacher to define appropriate teaching methods and strategies and educational activities, and to adopt new evaluation methods based on assessing the multiple aspects of intelligence.

APA, Harvard, Vancouver, ISO, and other styles

43

Spirovska, Elena. "Integrating Multiple Intelligences in Teaching English as a Foreign Language - Seeu Experiences and Practices." South East European University Review 9, no. 1 (September 1, 2013): 9–20. http://dx.doi.org/10.2478/seeur-2013-0002.

Full text

Abstract:

Abstract The purpose of this article is to discuss the Theory of Multiple Intelligences and to answer the question of appropriateness of the MI theory in the field of foreign language teaching. The paper also exemplifies the adaptation of the theory in the context of teaching English as a foreign language and foreign language teaching and learning in general by describing a set of activities and a lesson plan using the MI approach. The article reviews the types of intelligences described and defined by Howard Gardner and authors who followed and revised the theory in terms of language teaching. In addition, the article discusses the different modes of application of the theory of Multiple Intelligences in language teaching with young adults and adult learners of foreign languages. The article proceeds by grouping and listing possible activities and tasks which are appropriate for language learners with different sets of abilities or intelligences. In addition, the article provides a brief summary of the potential issues recommendations and conclusions regarding the implementation of theory of Multiple Intelligences and provides a sample lesson plan which provides activities and language learning tasks for the majority of intelligences defined

APA, Harvard, Vancouver, ISO, and other styles

44

Luo, Ping. "Research on College Physical Education Reform Method based on Multiple Intelligences Theory." BCP Education & Psychology 3 (November 2, 2021): 127–32. http://dx.doi.org/10.54691/bcpep.v3i.24.

Full text

Abstract:

With the development of the times, people put forward higher and higher requirements for teaching, as well as physical education “Multiple Intelligences Theory" is applied in teaching reform in many fields. Multiple intelligences theory also plays a key role in sports teaching reform and promotes the development of sports teaching reform. The application of Multiple Intelligences Theory in physical education makes up for many shortcomings in traditional physical education. The teaching of eight kinds of intelligent organization courses is not only consistent with the spirit of quality education, but also aims to build a new physical education model suitable for students' comprehensive development in view of the shortcomings of traditional physical education and the needs of the times. Combining the characteristics of physical education teaching and the actual situation of students, it discusses how to apply Multiple Intelligences Theory to cultivate students' comprehensive intelligence in school physical education, in order to provide theoretical reference for physical education teaching reform.

APA, Harvard, Vancouver, ISO, and other styles

45

Syafii, Ahmad, Imam Machali, Nur Hidayanto Pancoro Setyo Putro, Heri Retnawati, and Hafidh 'Aziz. "The effects of multiple intelligences theory on learning success: A meta-analysis in social science." International Journal of Evaluation and Research in Education (IJERE) 11, no. 2 (June 1, 2022): 736. http://dx.doi.org/10.11591/ijere.v11i2.22223.

Full text

Abstract:

<span lang="EN-US">Scholars have widely discussed meta-analysis studies on the theory of multiple intelligences. However, no research explicitly discusses the theory of multiple intelligences in the development of social science. This study determined the effectiveness of multiple intelligences on learning achievement in social studies. For this reason, researchers compiled a study that has been carried out to determine the effectiveness of multiple intelligences in meta-analysis. This study used a meta-analysis method. There are six articles used in the study based on the inclusion-exclusion criteria. The meta-analysis findings revealed that multiple learning intelligence had a modest and optimistic impact on students’ social science performance. This study also revealed the magnitude of the effect of multiple intelligence-based learning based on moderator variables at the level of education, treatment implementation time, and type of subject. The research findings provide suggestions for the development of research on multiple intelligence studies in the future.</span>

APA, Harvard, Vancouver, ISO, and other styles

46

Chasanah, Aprilia Nurul. "The Classification of Mathematical Literacy Ability in Cognitive Growth Learning Viewed From Multiple Intelligences." Southeast Asian Mathematics Education Journal 11, no. 1 (September 8, 2021): 1–12. http://dx.doi.org/10.46517/seamej.v11i1.90.

Full text

Abstract:

The purpose of this study was to determine the quality of the Cognitive Growth mathematical learning model towards mathematical literacy ability and to describe the classification of mathematical literacy ability viewed from the multiple intelligences theory. This type of research was descriptive qualitative. The subjects of this research were 30 grade VIII students of SMP IT Ihsanul Fikri in Magelang City who had a tendency towards each type of multiple intelligences. The instruments used were a test and interview instruments. Data analysis the Miles and Huberman model. The results of the research were as follows: (1) the quality of mathematical learning using the Cognitive Growth model was in the good category; (2) the classification of mathematical literacy ability in Cognitive Growth learning viewed from multiple intelligences theory of grade VIII students was: with verbal-linguistic, logical-mathematical, and musical intelligences at level 4; with visual-spatial intelligences at level 3, with intrapersonal intelligences at level 2; and, with bodily-kinesthetic, interpersonal, and naturalistic intelligences at level 1.

APA, Harvard, Vancouver, ISO, and other styles

47

Chasanah, Aprilia Nurul. "The Classification of Mathematical Literacy Ability in Cognitive Growth Learning Viewed From Multiple Intelligences." Southeast Asian Mathematics Education Journal 11, no. 1 (September 8, 2021): 1–12. http://dx.doi.org/10.46517/seamej.v11i1.90.

Full text

Abstract:

The purpose of this study was to determine the quality of the Cognitive Growth mathematical learning model towards mathematical literacy ability and to describe the classification of mathematical literacy ability viewed from the multiple intelligences theory. This type of research was descriptive qualitative. The subjects of this research were 30 grade VIII students of SMP IT Ihsanul Fikri in Magelang City who had a tendency towards each type of multiple intelligences. The instruments used were a test and interview instruments. Data analysis the Miles and Huberman model. The results of the research were as follows: (1) the quality of mathematical learning using the Cognitive Growth model was in the good category; (2) the classification of mathematical literacy ability in Cognitive Growth learning viewed from multiple intelligences theory of grade VIII students was: with verbal-linguistic, logical-mathematical, and musical intelligences at level 4; with visual-spatial intelligences at level 3, with intrapersonal intelligences at level 2; and, with bodily-kinesthetic, interpersonal, and naturalistic intelligences at level 1.

APA, Harvard, Vancouver, ISO, and other styles

48

AHMAD, PAHROZI. "INTEGRATING MULTIPLE INTELLIGENCES THEORY IN ENGLISH LANGUAGE TEACHING." Premise Journal of English Education 11, no. 2 (June 26, 2022): 348. http://dx.doi.org/10.24127/pj.v11i2.4823.

Full text

Abstract:

Nine types of multiple intelligence theories are proposed by Gardner (1999), which include the following: verbal-linguistic, musical, logical-mathematical, visual-spatial, bodily-kinesthetic, and existential. Since all these types of intelligence are on an equal footing, educators can use various strategies to help students develop their full potential. Silent Way, Suggestopedia, CLT, etc., are some methods used to incorporate multiple intelligence into teaching and learning activities. However, the use of multiple intelligence in learning English is still rare. This results in teachers not using the most effective methods for teaching and learning the English language. Following the steps outlined in this paper can help teachers integrate at least some of these nine types of intelligence. This paper provides teachers with new ideas for improving the quality of teaching and learning through multiple intelligence. This paper attempts to answer the following questions: 1) What exactly is multiple intelligence, and how can it be encouraged? 2) In the context of teaching English as a foreign language, what methods are most effective in fostering multiple intelligences? This study is descriptive qualitative work being done in preparation for a conceptual paper. The method consists of reviewing all related literature to provide sufficient arguments. The discussion focuses on multiple intelligence theory, English language instruction, and incorporating multiple intelligence into teaching-learning activities.

APA, Harvard, Vancouver, ISO, and other styles

49

Bornstein, Marc H., and Howard Gardner. "Frames of Mind: The Theory of Multiple Intelligences." Journal of Aesthetic Education 20, no. 2 (1986): 120. http://dx.doi.org/10.2307/3332707.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Gardner, Howard, and Thomas Hatch. "Educational Implications of the Theory of Multiple Intelligences." Educational Researcher 18, no. 8 (November 1989): 4–10. http://dx.doi.org/10.3102/0013189x018008004.

Full text

APA, Harvard, Vancouver, ISO, and other styles

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

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles