Bodily-kinesthetic Intelligences Research Articles

The Classification of Mathematical Literacy Ability in Cognitive Growth Learning Viewed From Multiple Intelligences

The purpose of this study was to determine the quality of the Cognitive Growth mathematical learning model towards mathematical literacy ability and to describe the classification of mathematical literacy ability viewed from the multiple intelligences theory. This type of research was descriptive qualitative. The subjects of this research were 30 grade VIII students of SMP IT Ihsanul Fikri in Magelang City who had a tendency towards each type of multiple intelligences. The instruments used were a test and interview instruments. Data analysis the Miles and Huberman model. The results of the research were as follows: (1) the quality of mathematical learning using the Cognitive Growth model was in the good category; (2) the classification of mathematical literacy ability in Cognitive Growth learning viewed from multiple intelligences theory of grade VIII students was: with verbal-linguistic, logical-mathematical, and musical intelligences at level 4; with visual-spatial intelligences at level 3, with intrapersonal intelligences at level 2; and, with bodily-kinesthetic, interpersonal, and naturalistic intelligences at level 1.

Profiles of Students’ Study Processes and Dominant Intelligences in the Faculty of Sport Sciences

0

Research on Multiple Intelligences of Junior High School Students with Different Background Variables

The main purpose of the study was to explore the differences of multiple intelligences on junior high school students with different gender, grade, and students’ types. The study adopted survey research design, and the samples including 341 participants from the seventh and the eighth grade junior high school students in Taiwan. The research instrument used in the study was Chinese Version of Multiple Intelligence Developmental Assessment Scales Form-B. All data was analyzed by applying descriptive statistics, and t-test, one-way analysis of variance. The results of the study were as following:(1) Depending on the average scores of multiple intelligences, seventh grade students got the highest scores on interpersonal intelligence, and got the lowest scores on natural intelligences. Eighth grade students got the highest scores on interpersonal intelligence, and got the lowest scores on bodily-kinesthetic intelligences.(2) General students and special needs students got the highest scores on interpersonal intelligence. However, the former got the lowest scores on natural intelligence, and the latter got the lowest scores on logical-mathematical intelligence. Gifted students got the highest scores on logical-mathematical intelligence, and the lowest scores on bodily-kinesthetic intelligence.(3) Seventh grade students significantly got the higher scores than eighth grade students on spatial, music, bodily-kinesthetic, and natural intelligences.(4) Girls significantly got higher grades than boys on linguistic, spatial, music, interpersonal, and existential intelligences. Boys only got higher grades than girls on logical-mathematical intelligence.Gifted students significantly got higher grades than general students and special needs students on linguistic, logic-mathematics, music, intrapersonal, interpersonal intelligences. Gifted students and general students significantly got higher grades than special needs students on spatial, bodily-kinesthetic, and existential intelligences. There was no difference on natural intelligence among gifted students, general students and special needs students.

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

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

A Survey on Relation Between the Amount of Multiple Intelligences (Gardner) and Entrepreneurship Sense Among University Students

This survey aims to investigate the relation between multiple intelligences (Gardner) and innovative sense among university students of Islamic Azad university of Kermanshah in academic year of 90-91. Therefore this is the question of this survey: is there any significant relationship between multiple intelligences and its subdivisions with innovative sense among study students? Survey method is descriptive as well as correlation one and survey sample includes 72 students of three of human, agriculture and technical faculties of Islamic Azad university of Kermanshah branch that have been chosen according to accidental-categorical sampling. In this survey, the questionnaire of analyzing multiple intelligences (from silver strong) and questionnaire of analyzing innovative sense (the revised sample of autonomy and taking risk scales by Hisritch and Peterez, Rotter's internal control, advancement motivation by Hermense and Torrence innovations (creativity) are used. Validity of these questionnaires are previously proved by different professionals and in a lot of surveys and according to chronbach, reliability of questionnaires are. It for multiple intelligences based on this sample and for questionnaire of innovative sense based on thi s sample, it was %76. Survey results show that the relationship between general scales of multiple intelligences (r=%316). Linguistics (r=%357) and innovative sense is positive and significant and the relationship between intelligences of intrapersonal (r=%227), logical-mathematical (r=%111), nationalist (r=%60), spatial (r=%049) and musical (r=%018) with innovative sense was positive but non-significant. Most of the correlation is related to bodily-kinesthetic intelligences (%450) and the least one is related to musical intelligences (r=%018).

Perceived Multiple Intelligences and Learning Preferences among Chinese Gifted Students in Hong Kong

This study examined the relationships between self-perceived multiple intelligences and five learning preferences among 604 Chinese gifted students in Hong Kong. These students perceived their strengths in interpersonal, intrapersonal, and verbal-linguistic intelligences and their weaknesses in bodily-kinesthetic and naturalist intelligences. They also indicated greater preferences in learning activities related to discussion, lecture, and peer teaching, followed by projects and simulations. In predicting the five learning preferences, personal intelligences generally emerged as common and significant predictors, suggesting that reflection and interpersonal skills contributed substantially to these learning activities. Students who reported having a greater number of learning preferences also gave themselves higher ratings on personal intelligences and verbal-linguistic intelligence. Implications of the findings in mapping learning preferences on multiple intelligences for teaching and learning are discussed.

Multiple intelligences and perceived self-efficacy among chinese secondary school teachers in Hong Kong

This study assessed multiple intelligences in a sample of 96 Chinese secondary school teachers in Hong Kong, and explored the consistency between these teachers' multiple intelligences and their areas of responsibilities. Teachers typically reported relative strengths in interpersonal and intrapersonal intelligences and weaknesses in visual-spatial and bodily-kinesthetic intelligences. While there were no gender or age group differences, arts/music/sports teachers indicated greater strengths in musical intelligence when compared with language and social studies teachers, and guidance teachers indicated greater strengths in both intrapersonal intelligence and interpersonal intelligence than did non-guidance teachers. Using the eight intelligences as predictors, teachers' interpersonal intelligence was the significant predictor of their self-efficacy in helping others. The implications of these findings are discussed in light of the current Hong Kong education reform movement and the inadequacy of teacher education programs in Hong Kong.

Toward Best Practices in Dance Education Through the Theory of Multiple Intelligences

Summary Howard Gardner's Theory of Multiple Intelligences (MI theory) can be integrated into dance classes to make them more effective. When dance educators include activities that strengthen the musical, visual, linguistic, logical-mathematical, interpersonal, intrapersonal, and bodily-kinesthetic intelligences into every class, each student is touched and learning increased. The integration of these activities leads to best practices in dance education, creating classes that go beyond simple dance technique. Brain research has provided insights into “brain compatible” teaching and how students learn. MI theory addresses these principles. Suggestions for integrating MI theory into teaching are presented.