The Relationship between Multiple Intelligences with Preferred Science Teaching and Science Process Skills

Mohd Ali Samsudin,Noor Hasyimah Haniza,Hayani Marlia Mhd Ibrahim,Corrienna Abdul-Talib

doi:10.11591/edulearn.v9i1.1118

Abstract

This study was undertaken to identify the relationship between multiple intelligences with preferred science teaching and science process skills. The design of the study is a survey using three questionnaires reported in the literature: Multiple Intelligences Questionnaire, Preferred Science Teaching Questionnaire and Science Process Skills Questionnaire. The study selected 300 primary school students from five (5) primary schools in Penang, Malaysia. The findings showed a relationship between kinesthetic, logical-mathematical, visual-spatial and naturalistic intelligences with the preferred science teaching. In addition there was a correlation between kinesthetic and visual-spatial intelligences with science process skills, implying that multiple intelligences are related to science learning.

Highlights

Teaching styles play an important role in determining the level of student achievement (Garrett, 1986)
It was found that the multiple intelligences are related to preferred science teaching and science process skills
Pearson correlation analysis results indicated that there was a significant correlation between the type of preferred science teaching - experimental oriented with kinaesthetic intelligence, r = .146, p < 0.05, logical mathematical intelligence, r = .157, p

Summary

Introduction

Teaching styles play an important role in determining the level of student achievement (Garrett, 1986). According to Carroll (2000), a student-centered approach is more effective in developing science process skills This is because activities involving science process skills involve affective, cognitive and psychomotor dimensions in the student, especially when the experiment is performed in a group. This situation is likely to be associated with the use of certain intelligence that allows successfully do scientific experiments. Based on these arguments this study seeks to investigate the relationship between multiple intelligences, preferred science teaching and science process skills. These science process skills are outlined by the Ministry of Education (MOE) Malaysia as the skills of observing, classifying, measuring and using numbers, making inferences, predicting, communicate, using the relationship of space and time, interpreting data, defining operations, controlling variables, making hypothesis and experimenting

Research Method

Findings and Discussion

Conclusion