Abstract
This case study reports on the experiences of a high school science teacher, Dave, as he explored multiple intelligences (MI) theory within the context of an action research group. The theory was used as a framework to make decisions about how he would structure learning experiences for his grade nine students in a science unit on space and astronomy. Through participation in the project, Dave believed he was able to offer his students a more student‐centered, engaging science curriculum that catered to individual learning needs. Thus, the case provides insight into the nature of MI theory and how the framework of MI theory can be used to make science accessible to students and to assist them in achieving high levels of scientific literacy.
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