IMPLEMENTING THE THEORY OF MULTIPLE INTELLIGENCES INTO PROJECT-BASED MULTIMEDIA LEARNING AT PRIMARY SCHOOL

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.