Links between Bloom's Taxonomy and Gardener's Multiple Intelligences: The issue of Textbook Analysis

Mahmoud Abdi Tabari ,Iman Abdi Tabari

doi:10.7575/aiac.alls.v.6n.1p.94

Mahmoud Abdi Tabari , Iman Abdi Tabari

Open Access

https://doi.org/10.7575/aiac.alls.v.6n.1p.94

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Abstract

The major thrust of this research was to investigate the cognitive aspect of the high school textbooks and interchange series, due to their extensive use, through content analysis based on Bloom's taxonomy and Gardner's Multiple Intelligences (MI). This study embraced two perspectives in a grid in order to broaden and deepen the analysis by determining the numbers and the types of intelligences with respect to their learning objectives tapped in the textbooks and comparing them. Through codification of Bloom’s learning objectives and Gardner's MI, the results showed that there was a significant difference between the numbers of intelligences with respect to their learning objectives in the textbooks. However, the interchange series enjoyed a large number of the spatial and the interpersonal intelligences across eight levels of learning objectives, whereas they had the least number of the intrapersonal, the musical, and the bodily-kinesthetic intelligences across knowledge understanding and application levels. Keywords: learning objectives, multiple intelligences, textbook analysis

Highlights

Multiple intelligences (MI) has been an important research issue in recent years due to its extension of presenting different ways of learning for different kinds of learners and a framework for teachers to make sense of their learners learning styles
The purpose of this study was to investigate the breadth and depth of the learning materials prepared in two series of books widely-taught throughout the country through collecting objective evidences and this study concluded by determining comparative analysis of the two series, interchange series and the high school textbooks
The researchers used the coding scheme presented by Bloom (1956, 2002) and the list of multiple intelligences introduced by Gardner (1993, 1999) to code the two series and determine the frequency of evidences of Bloom's taxonomy and Gardner's multiple intelligences

Summary

Introduction

Multiple intelligences (MI) has been an important research issue in recent years due to its extension of presenting different ways of learning for different kinds of learners and a framework for teachers to make sense of their learners learning styles. Bloom's taxonomy of educational objectives, in cognitive domains, is a cognitive hierarchy that orders cognitive processes from single to complex ones To this end, a planning tool was devised to determine breadth and depth of learning processes and goals in textbooks both for the teachers and the learners. Two recent research studies conducted to determine the learning objectives and evidence of MI in the textbooks by Riazi and Mosalanejad (2010) focused merely on Bloom's taxonomy and Shirvani (2010) investigated MI evidences in some books. Both of them viewed the materials from a single perspective resulting in one-dimension analysis. The purpose of this study was to investigate the breadth and depth of the learning materials prepared in two series of books widely-taught throughout the country through collecting objective evidences and this study concluded by determining comparative analysis of the two series, interchange series and the high school textbooks

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