Bodily-kinesthetic Intelligence Research Articles

Improving Environmental Awareness of the 4-6 Years Old Children through Neurosensory Instructional Approach

The research was aimed to study the role of neourosensory instructional approach in improving environmentalalal awareness of the of the 4-6 years old children. The instructional approach was applied in the form of multiple intelligences holistic integrative instruction, in which, the instruction was fuctioned as bridges to improve the children environmental awareness. The eight types of mutiple intelligences used as bridges to empower environment awareness of the children were consisted of: (1) verbal linguistic intelligence, (2) logical mathematical intelligence, (3) visual spatial intelligence, (4) intrapersonal intelligence, (5) interpersonal intelligence, (6) bodily kinesthetic intelligence, (7) music rhythmic intelligence, and (8) naturalistic intelligence. The research was used mix method research, in which, it applied quantitative and qualitavite research methodologies. The mix method research was apllied in the form of action research, particulary, Martini Jamaris’ action research model. The research was participanted by inclusive group of 15 children, who came from the low social economics background. The result of the research revealed that environmental awareness of the 15 children were increased. It could analysize from the difference between the cildren average score on pre- assessement of environmentalalal awareness which was 90.40 and their average score on post-assessment which was 188. 53. Therefore, the children envirinmental awareness was increased 230. 70 % Beside that, the research revealed that verbal linguistic intelligence was fuction as the most effective brige to improve the 4-6 years old cildren’s environmentalal awareness.

Creative Engagement of Digital Learners with Gardner’s Bodily-Kinesthetic Intelligence to Enhance Their Critical Thinking

Although we owe a debt of gratitude to Howard Gardner for articulating in 1983 that all human beings have many intelligences, the recognition that there is a multiplicity of intelligences (MI) among humans and that some are more endowed with and have greater dexterity in some of the intelligences than that in others is nearly as old as mankind. It is well understood that critical thinking is essential for success in all human endeavors. Unfortunately, critical thinking is not explicitly taught in most learning contexts. This paper is guided by the cognitive principle that teaching that aligns with the learner’s stronger intelligences and learning style can facilitate active learning and critical thinking. This is a strong pedagogical reason for us as pedagogues with the privilege of training teachers, to make sure that our students adopt this cognitive principle to facilitate learning among all their students—not just those gifted in the orthodoxy skills of language and logic. This paper uses the example of Gardner’s bodily-kinesthetic MI to illustrate how trainee and practising teachers can apply some of the latest digital technologies to mobilize the MI of digital students endowed with the bodily-kinesthetic MI to enhance their active learning and critical thinking.

Multiple Intelligences Profiles of Junior Secondary School Students in Indonesia

This study aimed to investigate the Multiple Intelligences profiles of the students at junior secondary school in Makassar. The Multiple Intelligences Inventory was used to identify the dominant intelligence among the students. The sample of this research was 302 junior secondary schools students in Makassar Indonesia who willing to participated in this study. Descriptive and inferential statistics were used to investigate the students’ MI profiles. The results of this study showed that all intelligences were possessed by the students either in strong, moderate, or weak category. Existential intelligence became the strongest intelligence among the nine types of multiple intelligences. Moreover, other types of multiple intelligences in strong category were interpersonal intelligence and verbal-linguistic intelligence. They were the second and the third intelligence of the strongest intelligences. The other types were in moderate category, were intrapersonal intelligence, musical intelligence, visual-spatial intelligence, logical mathematic intelligence, bodily-kinesthetic intelligence, and naturalist intelligence. In terms of gender, the study revealed, male students significantly possessed stronger in logical-mathematic intelligence, bodily-kinesthetic intelligence, and intrapersonal intelligence, Meanwhile, Female students were significantly stronger in musical intelligence, interpersonal intelligence, and existential intelligence. The results also showed that there was no significant difference between male students and female students in verbal linguistic intelligence, visual-spatial intelligence, and naturalist intelligence.

Multiple Intelligence of the Fourth Year English Department Students of STKIP Abdi Pendidikan Payakumbuh

Multiple Intelligence (MI) is very important to modern education because its main point is that every individual has eight intelligences and they all work together in a unique way. This research belongs to Descriptive research analyzing students’ MI of the fourth year English department of STKIP Abdi Pendidikan Payakumbuh. The data were collected through questionnaires which had been distributed to 20 students. Then it was analyzed by interpreting in each Intelligence. The finding shows that most of the students had good in Interpersonal Intelligence, Musical Intelligence, and Intrapersonal Intelligence. And they are good enough at Naturalist Intelligence, Bodily-kinesthetic Intelligence, and Spatial Intelligence. However, they are low at Linguistic Intelligence and Logical-mathematic Intelligence.

Howard Gardner’s Theory of Multiple Intelligence: A Place for Bodily Kinesthetic Intelligence in Holistic Curriculum

Howard Gardner’s Theory of Multiple Intelligence: A Place for Bodily Kinesthetic Intelligence in Holistic Curriculum

부모의 양육신념, 양육태도 및 양육행동이 유아의 다중지능에 미치는 영향

본 연구는 유아부모의 양육신념과 양육태도 및 양육행동의 각 변인들의 중요성에 관한 충분한 이해와 또한 이들 간의 관련성을 살펴보고, 이를 통해 유아의 흥미와 관심, 강점과 약점 등 유아의 구체적인 욕구를 중심으로 유아의 다중지능 경험을 보다 통합적으로 실천할 수 있는 기반을 마련하고자 하였다. 이를 위해 유아부모들을 대상으로 설문조사를 실시하고, 변인 간의 관계를 알아보기 위하여 다중회귀분석을 실시하였다. 그 결과, 첫째, 유아의 성별에 따른 다중지능의 차이를 살펴본 결과, 유아의 성별구분에 따라 언어지능, 음악지능, 논리수학지능, 공간지능에서 유의미한 차이가 있는 것으로 나타났으며, 언어지능, 음악지능, 공간지능은 여아가 높은 수준을 나타냈으나 논리수학지능은 남아가 높은 수준으로 나타났다. 둘째, 유아 연령에 따른 다중지능의 차이를 살펴본 결과, 유아의 연령구분에 따라 전체 다중지능가운데 논리수학지능, 신체운동지능, 자연지능에서 만 5세 유아가 만 4세 유아와 비교하여 높은 수준을 보여주었다. 셋째, 유아부모의 양육신념, 양육태도, 양육행동이 유아 다중지능의 각 하위변인에 미치는 상대적 영향력을 알아보기 위한 중다회귀분석 결과, 전체적으로 유아 다중지능의 가장 큰 변인은 유아부모의 양육태도였으며, 그 다음이 유아부모의 양육행동이었으며, 양육신념은 극히 영향력이 적은 것으로 나타났다. 따라서 본 연구는 유아의 다중지능을 향상시키기 위하여 부모의 양육태도 및 양육행동을 증진시킬 수 있는 다양한 지원이 요구됨을 알 수 있다. The purpose of this study was to examine the importance of parental beliefs, parental attitudes and parental behaviors of parents with preschool children and the relationship of the variables in an attempt to help preschoolers to gain multiple-intelligence experiences in an integrated manner in consideration of their interests, needs, strengths and weaknesses. A survey was conducted on the selected parents who had preschool children, and a multiple regression analysis was carried out to look for connections among the variables. The findings of the study were as follows: First, the preschool girls were ahead of the preschool boys in linguistic intelligence, musical intelligence and spatial intelligence, and the latter surpassed the former in logical-mathematical intelligence. Second, whether there would be any differences among the preschoolers in multiple intelligences according to age was analyzed, and those who were at the Western age of five were ahead of the four-year-olds in logical-mathematical intelligence, bodily-kinesthetic intelligence and naturalist intelligence. Third, the parental attitude of the parents was identified as the most influential variable for the multiple intelligences of the preschoolers, followed by parental behavior. Parental beliefs just had a very small impact on their multiple intelligences. The findings of the study imply that parents should be helped to improve their parental attitude and parental behavior to boost the multiple intelligences of their preschool children.

The relationship between perceptual learning style preferences and Multiple Intelligences among Iranian EFL learners

The purpose of the present study is to investigate the relationships between preferences of Multiple Intelligences and perceptual/social learning styles. Two self-report questionnaires were administered to a total of 207 male and female participants. Pearson correlation results revealed statistically significant positive relations between linguistic intelligence and tactile as well as auditory learning style preferences; logical–mathematical intelligence and individual learning style; bodily-kinesthetic intelligence and kinesthetic as well as group learning styles; intrapersonal intelligence and individual learning style; and interpersonal intelligence and group learning style preference in addition to negative relations between logical–mathematical intelligence and group learning style; bodily-kinesthetic intelligence and individual learning style; intrapersonal intelligence and group, kinesthetic, tactile, and auditory learning style preferences; and interpersonal intelligence and individual learning style. However, there were no significant relationships between spatial and musical intelligence types and learning style preferences.

The Relationship among the Learning Motivation, the Characteristics of Multiple Intelligence and Academic Achievement in Medical School Students

The purpose of this study was to analyze the relationship among medical students’ learning motivation, characteristics of multiple intelligence, and academic achievement. The participants were 144 medical students. The data were collected by administering learning motivation tests (self-confidence, self-efficacy, level of task, emotion of learning, learning behavior, failure tolerance, task difficulty, and academic self-efficacy), a multiple intelligence test (linguistic intelligence, logical-mathematical intelligence, musical intelligence, bodily-kinesthetic intelligence, spatial intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalistic intelligence), and two semesters of grades. There is a correlation between multiple intelligences and learning motivation. Among academic self-efficacy of academic motivation, the self-control efficacy (0.28) and behavior (0.18) subscales are significantly positively correlated with academic achievement. However, the emotion subscale (-0.18) was significantly negatively correlated. Learning motivation was correlated with two of the eight multiple intelligence profiles: the intrapersonal intelligence (0.18) and bodily-kinesthetic intelligence (-0.19). The structural equation modeling analysis showed that the behavior and self-control efficacy subscales of intrapersonal intelligence had an impact on academic achievement. An analysis according to the academic achievement group showed significant differences in self-control efficacy and emotion subscales with intrapersonal intelligence. A positive relationship can be observed between learning motivation and some characteristics of multiple intelligence of medical school students. In light of the findings, it is worth examining whether we can control medical students’ learning motivation through educational programs targeting self-control efficacy and intrapersonal intelligence.

Developing the Directional Abilities through Individualization of the Educational Process

Each person is a unique individual - having different capacities and needs. We have to remember about it especially if we work with children in early education. The aim of this paper is to present the opportunity to develop the directional abilities of children through individualization of educational process. It will show examples of programs and projects that can serve as a model to follow. Its task is also to popularize model of education which is based on the theory of multiple intelligences by H. Gardner. The author of this theory has identified eight intelligences: linguistic intelligence, logical-mathematical intelligence, spatial intelligence, musical intelligence, bodily-kinesthetic intelligence, naturalist intelligence, interpersonal intelligence and intrapersonal intelligence. Most people can develop each intelligence to an adequate level of competency and this paper contains examples of how we can do that. Gardner's work on multiple intelligences has become an important topic of discussion in many corners of educational profession. The theory of multiple intelligences was an inspiration to the research project "Individualization and effectiveness of the education process and the directional abilities of students in an integrated early childhood education "(project tutor prof. S. Juszczyk.) The text contains re flections after the project. DOI: 10.5901/jesr.2013.v3n7p413

Enhancement of Critical Thinking: Case Study of Kazguu (Kazakhstan)

Critical thinking skills are undoubtedly considered today as an important outcome of higher education, they are viewed as essential abilities that need to be germinated and developed in order to train a qualified specialist. This paper throws some light on the current teaching approaches applied in General Linguistics and Translation Studies Department (KAZGUU, Kazakhstan) aimed to improve language students’ critical thinking capacity. One of such approaches described in the article is interactive home reading class specially designed for students learning English as a foreign language. Home reading classes are not merely designed for students predominantly perceiving world verbally while reading, but can be easily changed in such classes that can satisfy requirements and preferences of students having dominant interpersonal intelligence, bodily-kinesthetic intelligence, existential intelligence, special intelligence. All this is achievable due to, firstly, interactive teaching methods when students can cooperate whether in class or out of it, mingle in the class, and secondly, thanks to new technologies making lessons more vivid and exciting. Films give students an opportunity to observe the details they missed in the narration while reading, to get film director’s point of view on the issues described in the text, as films are also considered as a form of text interpretation. The given research was carried out with the help of such methods as sociological survey among students, statistical analysis, observation and descriptive method. Overall, the information is presented in the form of reflection on present situation in the department and personal teaching experience.

Using mobile console games for multiple intelligences and education

Gaming has become an indispensable source of entertainment to children, and the theory of multiple intelligences is popular in education. In this study, we explored students' changes after integrating mobile games into the curriculum of multiple intelligences. Based on the theory of authentic assessment, four 5th graders are participated in this study; we investigated the effect of multiple intelligences when students played mobile games, and used two handheld devices for this experiment: (a) Nintendo Dual Screen and (b) Big Brain Academy, a puzzle game. Observations and interviews were conducted for data collection to understand students' development of multiple intelligences after the experiment. We found that students' spatial intelligence and logical-mathematical intelligence can be assessed during the game, and their spatial intelligence, logical mathematical intelligence, interpersonal intelligence, and bodily-kinesthetic intelligence were enhanced.

Curriculum Integration: The Use Of Technology To Support Learning

Our understanding of how people learn is continually changing. Howard Gardner’s Theory of Multiple Intelligences revolutionized the field education, because it accounts for a broader range of human potential in children and adults and suggests that individuals learn in a multitude of ways. Gardner’s theory suggests there are a variety of possibilities to facilitate learning. People with heightened verbal, linguistic skills are often referred to as word smart. Verbal, linguistic students learn best through the comprehension of language which includes speaking, writing, reading, and listening. Students with verbal linguistic intelligences can easily access information through worldwide databases and computer networks. Any subject content can be enhanced, enriched, and updated from a variety of easily accessed sources which allow students to master the use of technology to access and share information. Students with logical mathematical intelligence are individuals who are number smart and have innate skills which involve logical, problem solving abilities, creative and manipulative skills, and are adept visual learners. Educators can enhance logical-mathematical intelligence through challenging and innovative multimedia technology. With innovative multimedia technology, students learn at all levels and effectively gain knowledge through a variety of different software programs that offer immediate feedback. Learners with visual-spatial intelligence are aesthetically oriented and may have a greater capacity for learning certain sciences like anatomy or topology. They are skillful when it comes to visualization and memory, but may be challenged with auditory memory. Learning for visual-spatial students takes place all at once, with large chunks of information grasped in intuitive leaps. Many people have an innate kinesthetic ability, as well as a natural sense of how their body should react in physical situations. Students with bodily-Kinesthetic intelligence learn best through tactile learning experiences. Bodily-kinesthetic proficiency can be enhanced for students through the use of the whole body to express ideas and feelings. Gardner proposed that musical intelligence almost parallels linguistic intelligence. The person with interpersonal is able to collaborate, understand and work effectively with others. They are aware of their interactions with others and usually take notice of and react to the feelings of others. The interpersonal learner learns best in group situations and structured class settings. Learners with intrapersonal intelligence have accurate self-understanding and are skilled in problem-solving. There is a multitude of different ways to integrate technology into our classrooms and all should focus on learning theory and educational practices. The use of technology should not occur without thinking about how people learn best. To actively engage diverse learners in higher education, the instructor should have a good understanding of the overall nature and purpose of the group, as well as the ability to interact well within the learner’s unique world. The instructor must also be able to structure learning activities to meet their learning needs. The use of Howard Gardner’s Theory of Multiple Intelligences, coupled with an understanding of how effective technology can enhance the learning community, can meet the diverse learning needs of all students.

The Influence of Basic Psychology Needs on Exercise Commitment and Bodily Kinesthetic Intelligence of Middle School Students

The Influence of Basic Psychology Needs on Exercise Commitment and Bodily Kinesthetic Intelligence of Middle School Students

Bodily-Kinesthetic Intelligence and Dance Education: Critique, Revision, and Potentials for the Democratic Ideal

Bodily-Kinesthetic Intelligence and Dance Education: Critique, Revision, and Potentials for the Democratic Ideal

Bodily-Kinesthetic Intelligence and Dance Education: Critique, Revision, and Potentials for the Democratic Ideal

When Howard Gardner broached the idea of multiple intelligences in 1983, those of us in arts education enthusiastically embraced his thoughts. As an example, in the Journal of Aesthetic Education review of Gardner's book Frames of Mind, Marc H. Bornstein wrote that Gardner had begun to set aright the heavily parochial psychological view of intelligence as uniquely or exclusively logical and verbal.1 He went on to write that Gardner's reasoning was astute and subtle.2 This kind of admiration was echoed in the education circles within which I worked. In general the arts educators with whom I was familiar were grateful that their sense of the educational legitimacy of the arts was being demonstrated by a credible nonartist, that, as the above reviewer writes, there is more to a human being than his or her ability to compute or read or write. In this essay I do not intend to argue with that perspective. Rather, I intend to critically revisit Gardner's theory by performing a detailed analysis of bodily-kinesthetic intelligence, in order to think about the place of dance education in a democracy and what dance educators might hope for in reference to that democracy. There is a long history of linking dance to democracy (H'Doubler, Hawkins, Turner, to name three dance thinkers) but these ways into the linkage tend to owe much to education theory and less to the actual experience of dancing the art form itself. What can be said for these dance educators can be said for Gardner as well. His work

Preliminary Validation of the Korean Version Bodily Kinesthetic Intelligence Scales (K-BKIS) for Middle School Students

Preliminary Validation of the Korean Version Bodily Kinesthetic Intelligence Scales (K-BKIS) for Middle School Students

Early Secondary Mathematics: Teaching Sums of Angle Measures: A Kinesthetic Approach

The wide acceptance of Howard Gardner's multiple intelligence theory (Gardner 1983) and discussions of bodily kinesthetic intelligence have prompted much research and led to the adoption of a variety of new teaching approaches. The kinematics teaching strategy (KTS) is a new approach for stimulating kinesthetic intelligence. It was first developed to respond to the needs of children who encounter difficulties when taught only with auditory and visual methods. As the following lesson illustrates, KTS can be used successfully in a broader context.

Zulu Mothers' Beliefs About Their Own and Their Children's Intelligence

Zulu women (N = 133) were given a structural interview concerning their own and their children's multiple intelligences. The best predictor of their own self-estimated overall intelligence rating was mathematical and spatial intelligence. Mothers showed few significant differences in their estimates of their sons and daughters' overall or multiple intelligences. However, they rated their daughters' interpersonal intelligence higher than those of their sons, and their sons' bodily-kinesthetic intelligence higher than those of their daughters. The mothers believed that overall their children were about 6 IQ points more intelligent than themselves. Although mothers estimated their own spatial, inter-, and intrapersonal intelligence to be higher than those of their children, they also believed that their children had higher mathematical intelligence.

Martha Graham, Dance, and the Polymathic Imagination: A Case for Multiple Intelligences or Universal Thinking Tools?

Summary The imaginative and compositional processes of Martha Graham and other dancer-choreographers are explored in order to test the relative merits of Gardner's Theory of Multiple Intelligences and the Root-Bernstein's tools-for-thinking approach to creativity. Gardner's focus on bodily-kinesthetic intelligence as both a means of communication and cognitive mode for Graham falls short of explaining Graham's polymathy. Rather, Graham exercised a wide range of imaginative tools commonly used by successful individuals across the arts and sciences and indicative of general creative skills that cut across cognitive domains. In the effort to place dance firmly within a transdisciplinary education, the tools-for-thinking approach provides dance educators with more powerful support than Gardner's multiple intelligences.

Might Outdoor Education Help Develop Intelligence?

Have you ever thought that participants in outdoor education programs might develop greater intelligence through their experience? While once intelligence was thought of as a single entity (remember, we measured it with an IQ test), in 1985 Howard Gardner, psychologist and Professor of Education at Harvard Graduate School of Education presented a theory of multiple intelligences in his book Frames of Mind. He put forward a list of seven intelligences - linguistic, logicalmathematical, spatial, bodily kinesthetic, musical, interpersonal, and intrapersonal. For Gardner, intelligence refers to a defined ability to solve problems or produce something valued by a culture. His criteria for accepting an ability as an intelligence is based on a combination of evolutionary history and what he calls 'brain evidence for its existence in the nervous system'. His thesis is that all human beings have these multiple intelligences but we don't have the same strength in each area, nor the ability to draw on the same amalgam of them when undertaking a particular task. To apply this thesis to an outdoor activity example, if we look at two people sailing a small boat, we might surmise that performance of each person collectively is based on an amalgam of spatial, bodily kinesthetic, intrapersonal and interpersonal intelligence. They need to be aware of where they are and where they are going and possess the skills to work the sails and the helm. Also, each needs to know the limits of their personal skill and have the ability to communicate with the .other and work together. At the time he proposed his theory of multiple intelligences Gardner said that there may be more than the original seven. In 1996 he added an eighth. This he labeled the Naturalist Intelligence and said it: designates the human ability to discriminate among living things (plants, animals) as well as sensitivity to other features of the natural world (clouds, rock configurations). This ability was clearly of value in our evolutionary past as hunters, gatherers and farmers; it continues to be central in such roles as botanist and chef. If we go back to my sailing example, we can probably add naturalist intelligence to the amalgam. The performance of the sailors might be dependent on discerning where the wind is blowing at the most advantageous angle and strength, what currents and tides might affect their progress, and interpreting how quickly clouds on the horizon will bring in a storm. High level performance in any outdoor recreation skill might indicate a high level of naturalist intelligence as much as it might a high level of bodily kinesthetic intelligence. The existence of naturalist intelligence would seem to be a very good reason for providing more opportunities for experience of natural settings. Tom Hoerr, writes that: today's youth spend their summers in airconditioned malls or playing sports on urban fields or black-topped courts. As a result, kids have few opportunities to acquaint themselves with nature, to develop their naturalist intelligence and make sense of the world of plants and animals. Sound familiar? Such a statement could come straight out of books of philosophies for outdoor or environmental education. But Hoerr is not just lamenting the loss of contact with nature, that loss of opportunity for outdoor experience leads to a reduction in intelligence. Gardner's work and what I read of its application by others had immediate appeal to me as I read on, and I could relate to it through some of my own experiences in teaching outdoor education at University level. I aimed to provide a range of experiences that stimulated students to connect with the natural environment. One activity for a bush camp was to research a native bird and then report sightings of that bird and its behaviour to other class members, I assigned one of six birds to each student based on the birds I knew would be common in the area. …