Gardner's Theory Of Multiple Intelligences Research Articles

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The important role of parental attention in motivating children to learn, by highlighting its significant impact on children's academic, psychological, and social development. Through consistent and in-depth attention, parents can not only help children overcome learning challenges, but also create an environment that supports the growth of children's confidence and motivation. The study identified two main types of motivation that are influenced by parental attention: intrinsic motivation, which is driven by the child's internal curiosity and satisfaction, and extrinsic motivation, which is influenced by external appreciation and recognition. In addition, emotional support from parents is essential for boosting children's self-confidence as well as helping them manage anxiety about failure, which often hinders their learning efforts. Consistency of parental attention also plays an important role in creating a stable and safe environment, which allows children to focus on their learning. The active involvement of parents in setting academic goals further strengthens the focus and motivation of children. Psychological theories such as Bandura's Social Learning Theory, Basic Needs Theory by Deci and Ryan, and Gardner's Multiple Intelligence Theory provide a deeper understanding of how parental attention affects not only academic performance, but also a child's emotional and psychological development. The results of this activity concluded that parental attention given lovingly and consistently is very important to motivate children to learn and support their overall development. The resulting recommendations include the need for training programs for parents in providing effective attention and the importance of collaboration between parents, schools, and communities in creating a supportive educational environment.

Exploring Innovative Approaches to Integrate Child Development Theory in Primary Classrooms

As education reforms prioritize comprehensive skills over traditional knowledge transmission, the limitations of the "one-size-fits-all" teaching approach have become evident. Theoretical frameworks, including Piaget's cognitive development theory, Vygotsky's sociocultural theory, and Gardner's multiple intelligences theory, provide valuable insights for tailoring instructional strategies to individual learning needs. This study explores the integration of child development theories into primary education, addressing the diverse cognitive, emotional, and social needs of students in contemporary classrooms. This research highlights innovative teaching methods grounded in these theories that can enhance student learning outcomes and support teachers' professional development. While the study identifies potential challenges in implementing these theories, particularly in resource-limited environments, it underscores the necessity for adaptable and innovative practices. Future research should focus on empirical studies to evaluate the practical applications of these theories across diverse educational settings, aiming to improve teaching effectiveness and student engagement.

Fostering Pedagogical Excellence: Theoretical Foundations for Designing a Teaching Module on Chinese Ancient Poetry Art Songs for Undergraduate Students in China

This paper explored the fundamental theoretical aspects involved in creating a comprehensive teaching module tailored for undergraduate students in China, with a specific emphasis on Chinese ancient poetry art songs. The process of constructing an effective teaching module was intricate, demanding a thorough exploration of various models and educational theories that laid the foundation for its development. The paper offered an overview of the theoretical framework employed in this undertaking, incorporating the ADDIE Model and key educational theories such as Jean Piaget's Constructivist Theory, Lev Vygotsky's Sociocultural Theory, and Howard Gardner's Multiple Intelligences. The ADDIE Model provided a structured approach to module development, guiding the systematic design, implementation, and evaluation phases to ensure that teaching materials were well-organized, efficient, and adaptable to diverse learning environments. Furthermore, the paper delved into the educational theories influencing the design of the teaching module. Piaget's Constructivist Theory emphasized active learning through hands-on experiences, Vygotsky's Sociocultural Theory underscored the role of social interaction and cultural context in learning, emphasizing collaborative learning experiences, and Gardner's Multiple Intelligences theory recognized the diversity of students' cognitive strengths, emphasizing the need for varied instructional strategies to cater to different learning styles. Through the integration of these theoretical foundations, this research aimed to develop a comprehensive, engaging, and effective educational resource tailored to the unique needs and learning preferences of students. The anticipated outcome of the teaching module was to enable educators to cultivate a greater understanding and appreciation of Chinese ancient poetry art songs among students.

Theoretical Frameworks and Empirical Evidences of Tactile Learning Style as a Veritable Tool for Improving Biology Performance among Secondary School Students

This position paper explored the theoretical frameworks and empirical evidence supporting the use of tactile learning style as an effective tool for improving biology performance among secondary school students. It highlighted the significance of biology education and the advantages of considering tactile learning style, such as hands-on activities and manipulatives, during instructions to improve student engagement, motivation, and understanding of complex concepts. The methodology involved review of existing theoretical frameworks and empirical studies from peer-reviewed journals, books, and educational reports, focusing on the impact of tactile learning style. The paper reviewed key theories, including Kolb's Experiential Learning Theory and Gardner's Multiple Intelligence Theory, and presented findings from various studies proving the impacts of tactile learning on academic performance. The study concluded that the tactile learning style plays an important role in improving biology instruction in secondary schools. Some of the suggestions made include given due consideration to tactile learners during instruction, further research and professional development for biology teachers.

EFL Students’ Familiarity with Howard Gardner's Theory: A Case Study at South East European University

Abstract This research paper explores the awareness, perceptions, and beliefs of English as a Foreign Language (EFL) students at the South East European University regarding Howard Gardner's Multiple Intelligences (MI) theory. Focusing on the dynamic landscape of contemporary education, the study aims to understand the extent to which students acknowledge and identify with different intelligences and the potential implications for language learning strategies and overall educational experiences. The research employs an exploratory mixed-methods approach, including a case study design, surveys, and qualitative analysis, to gather insights from bachelor's and master's-level students. Findings indicate a moderate level of familiarity with MI theory among the participants, with significant agreement on the utility of the theory in understanding learning abilities. The study underscores the importance of recognizing linguistic intelligence and suggests implications for pedagogical practices, curriculum development, and the creation of inclusive learning environments. Recommendations include fostering collaboration among educators to share best practices and seeking institutional support for initiatives related to MI theory integration in teaching. The research contributes to the ongoing discourse on effective language education and its alignment with theories of cognitive diversity, providing actionable insights for educators and institutions.

The impact of using Social Stories with the creative arts for individuals on the autism spectrum: Professionals' perspectives

AbstractThis study examined professionals' perspectives regarding the impact of using Social Stories with the creative arts for individuals on the autism spectrum. These perspectives were investigated using a theoretical framework which integrates Bandura's social learning theory and Gardner's multiple intelligences theory. A mixed‐methods sequential design was used, starting with a questionnaire, followed by the use of a series of qualitative methods. The findings revealed that including the creative arts is seen as an active component that supports the use of Social Stories. A variety of views, attitudes and suggestions were expressed, along with some concerns and challenges that were raised in relation to the impact of using Social Stories in conjunction with the creative arts.

The Effect of Verbal Intelligence Games on Primary School 2nd Grade Students’ to the Verbal-Linguistic Intelligence Areas and the Turkish Course Attitudes

The aim of this research is to determine the verbal-linguistic intelligence levels, which is one of the intelligence areas determined in line with Gardner's Multiple Intelligence Theory, and their attitudes towards the Turkish lesson, and to examine the effects of verbal intelligence games on the development of this intelligence area and their attitudes towards the Turkish lesson. This research was carried out using a quasi-experimental design with pretest-posttest control group, one of the quantitative research methods. The study group of the research consists of 2nd grade primary school students studying in public schools in Yeşilyurt district of Malatya province. As data collection tools in the study, the "Multiple Intelligence Scale for Children" developed by Susar Kırmızı (2006) to determine the verbal-linguistic intelligence levels of the students, and the "Attitude Scale Towards Turkish Lesson" developed by Topçuoğlu Ünal and Köse (2014) to determine their attitudes towards the Turkish lesson. used after obtaining necessary permissions. During the research process, the verbal intelligence games "resfebe", "deleted letters", "missing letters" and "cryptic word" games were applied as a lesson hour two days a week for eight weeks. With the control group students, educational activities continued in a pre-planned manner. For the statistical analysis of the obtained data, an appropriate analysis program was used and the statistical data were interpreted by tabulating. According to the research findings, it was concluded that verbal intelligence games were effective in the development of verbal-linguistic intelligence areas of primary school 2nd grade students and in developing positive attitudes towards the Turkish lesson. Based on these results, it has been suggested that activities for verbal intelligence games should be given more place in primary school programs and even mind games should be included in the curriculum as an independent discipline area by associating them with other lessons at primary school level.

​​THE APPLICATION OF MULTIPLE INTELLIGENCE THEORY TO ENGLISH VOCABULARY TEACHING FOR VOCATIONAL COLLEGE STUDENTS IN CHINA​

English is one of the important courses in vocational schools of China, and the teaching of English vocabulary is of great importance. However, there are few researches on how to effectively improve English vocabulary teaching in vocational colleges. In recent years, the application of the theory of multiple intelligence to the teaching of various subjects, change the traditional teaching methods, improve students' interest in learning, and rise attention on students' personality differences home and abroad. The purpose of this paper is to study the current situation of integrated English vocabulary learning in vocational colleges, and whether students' interest in learning English vocabulary can be improved under the guidance of Gardner's multiple intelligence theory, and whether students' vocabulary learning performance can be improved. This study takes students majoring in primary math education as the research object, applies multiple intelligence to English vocabulary teaching and carries out vocabulary teaching through three kinds of teaching activities organized by logical and mathematical intelligence, including mind mapping, English songs, listening sounds and identifying sounds. This study uses a combination of quantitative analysis and qualitative analysis to conduct research in three ways: questionnaire, interview and experimental test. Statistical analysis software SPSS20.0 and Microsoft Excel 2003 were used for data analysis. The research results show that the English vocabulary teaching driven by multiple intelligence can improve students' interest in English vocabulary learning and vocabulary achievement and achieve the purpose of effective teaching with ideal effect. The English vocabulary teaching method based on the theory of multiple intelligence is worth popularizing and helps to improve the interest and effect of English vocabulary learning for primary math education majors.

Why multiple intelligences theory is a neuromyth.

A neuromyth is a commonly accepted but unscientific claim about brain function. Many researchers have claimed Howard Gardner's multiple intelligences (MI) theory is a neuromyth because they have seen no evidence supporting his proposal for independent brain-based intelligences for different types of cognitive abilities. Although Gardner has made claims that there are dedicated neural networks or modules for each of the intelligences, nonetheless Gardner has stated his theory could not be a neuromyth because he never claimed it was a neurological theory. This paper explains the lack of evidence to support MI theory. Most important, no researcher has directly looked for a brain basis for the intelligences. Moreover, factor studies have not shown the intelligences to be independent, and studies of MI teaching effects have not explored alternate causes for positive effects and have not been conducted by standard scientific methods. Gardner's MI theory was not a neuromyth initially because it was based on theories of the 1980s of brain modularity for cognition, and few researchers then were concerned by the lack of validating brain studies. However, in the past 40 years neuroscience research has shown that the brain is not organized in separate modules dedicated to specific forms of cognition. Despite the lack of empirical support for Gardner's theory, MI teaching strategies are widely used in classrooms all over the world. Crucially, belief in MI and use of MI in the classroom limit the effort to find evidence-based teaching methods. Studies of possible interventions to try to change student and teacher belief in neuromyths are currently being undertaken. Intervention results are variable: One research group found that teachers who knew more about the brain still believed education neuromyths. Teachers need to learn to detect and reject neuromyths. Widespread belief in a neuromyth does not make a theory legitimate. Theories must be based on sound empirical evidence. It is now time for MI theory to be rejected, once and for all, and for educators to turn to evidence-based teaching strategies.

Comparison of Educational Theories: Perspectives of Carol Dweck and Howard Gardner in Developing Individual Potential

This research aims to compare Carol Dweck's Growth Mindset Theory and Howard Gardner's Multiple Intelligences Theory in the context of developing individual potential. The study utilizes literature review and comparative analysis as the research method to compare the two theories. In the pursuit of optimizing individual potential, the growth mindset emphasizes the importance of a developing mindset, viewing failures as opportunities for learning, and creating a supportive learning environment. On the other hand, multiple intelligences theory acknowledges the diversity of intelligences and advocates for the development of all types of intelligence in education. In inclusive modern education, the application of both theories can motivate students to grow and learn, develop self-confidence, and optimize their potential in various areas of intelligence. Through this approach, modern education can create a stimulating environment, facilitate holistic development, and produce individuals who are prepared to face future challenges. By understanding the differences and similarities between these two theories, education can adopt an inclusive approach that focuses on the full development of each individual's potential, ensuring that students are empowered to achieve academic success and optimal personal growth.

Can an Educational Activity Program Based on Feuerstein’s Program and Gardner’s Theory Increase Excellence and Creativity in Math in Omani Students?

Excellence and creativity in mathematics are necessary requirements for the twenty-first century, and some countries have gone to build and develop new curricula for excellence and creativity. We prepared an activity program in mathematics based on Feuerstein's instrumental enrichment program and Gardner's multiple intelligences theory to increase excellence and creativity in mathematics for Omani students.We hypothesized that the success of previous programs based on the same foundations would generalize to Omani students. Inan experiment,the experimental group received a special training and the control group did not. We then checked whether the pretest-posttest gain was larger for the experimental group than for the control group. The study sample was comprised of an experimental group of n= 35 8th-grade girl students of class nr. 8/1 in Aesha bent Abu Bakr school in Salalah, Oman, and a control group of n= 36 of 8th-grade girl students of class nr. 8/3 in the same school.The differences in pretest-posttest gains were analyzed using t-tests, significance levels, correlations, and effect sizes.There were large and significant experimental effects in favor of the experimental group, showing these educational outcomes can be generalized to Oman.We note various limitations of the study and give various recommendations.

Intelligence Concept: A Cross-cultural Study of University Students from The Javanese and Madurese in East Java

Intelligence is often used as a benchmark to predict someone's success in the future. Therefore, intelligence is also often used as a reason for someone to label individuals who do not have the abilities that others want. Students of education as prospective educators in the future have a fairly central role in providing understanding about the intelligence that students have to parents, senior teachers, and students themselves. Before becoming an educator, education students are expected to have a good concept of intelligence so that the understanding given can be done precisely. This study aims to reveal the concepts of intelligence subjective to the students of prospective educators from the Javanese and Madurese tribes. The study used a qualitative research approach with a case study model that emphasized the exploration of a system that intertwined with each other. The results showed that education students who originated from Javanese and Madura tribe have a very diverse concept of intelligence. Despite the diverse concept of intelligence, the concept of the student intelligence of both tribes has a relation that complements each other. Students of both tribes also have the view that each individual has different intelligence. Therefore, most of the students from both tribes have been in line with Howard Gardner's multiple intelligences theory. The findings in this study are that interpersonal intelligence is considered to be the most prominent by the Madurese people, because the ability to connect and connect with others is very high.

The representation of multiple intelligences in an intermediate Arabic-language textbook, and teachers’ awareness of them in Jordanian schools

The theory of Multiple Intelligences (MI) states that human intelligence is composed of different types of intelligences and that each individual possesses all of them but to a different degree. The main objective of this research was to examine how the Theory of Multiple Intelligences was addressed in a seventh-grade Arabic-language textbook at the intermediate-level in Jordan and determine Arabic-language teachers' level of knowledge of applying the Theory of Multiple Intelligences in textbooks. The study used the survey method and analytical descriptive approach via content analysis and coding MI indicators in the textbook to examine the representation of MI in the textbook examined. The sample was composed of all units of a seventh-grade Arabic-language textbook. A questionnaire was distributed to 130 Arabic-language teachers. The study includes eight of the Intelligences from Howard Gardner's Multiple Intelligences (MI) Theory. The analysis found that the intelligences represented in the texts, activities, and exercises of the Arabic-language textbook were mostly Verbal/Linguistic, Visual/Spatial and Interpersonal intelligences, with a combined percentage of 73%. The other 27% was shared between the other intelligence types: Intrapersonal, Naturalist, Logical/Mathematical, Bodily/Kinesthetic, and Musical intelligences. A moderated awareness on how to incorporate the theory of MI in Arabic-language textbooks was found among Arabic-language teachers, which means that teachers' understanding of the importance of including MI theory in the textbook needs reinforcement and improvement. The study suggests that further research on incorporating the Theory of MI in textbooks is needed.

The Effect of Using Listening to Music in Arabic Teaching on the Academic Success of the Student

Foreign language teaching process is a difficult process for both learner and teacher. One of the problems encountered in this process is the failure to reach the desired teaching goal by using the traditional method. Trying new age-appropriate methods as an alternative to traditional methods provides ease and success in language teaching. The methods and techniques used while teaching the language are important. It is beneficial to use the most appropriate and different methods to increase success. According to Gardner's Multiple Intelligence Theory, everyone is claimed to be different. The methods and techniques used according to these differences become more efficient thanks to the tools that make up the independent teaching tools used in foreign language teaching. In this study, research about the failures encountered during foreign language teaching and different activities that can be used as a solution to this have been conducted. A research has been done on different tools that can be used in foreign language teaching. In this research, the academic success of the use of music in Arabic teaching compared to traditional education methods has been examined. This research was applied on 40 students of Gokcedere Imam Hatip Middle School students in Demirozu district of Bayburt province. In this context, the experimental method, which includes the experimental and control groups, has the feature of research. In the research, a quasi-experimental pattern with control group based on pretest-training-posttest was applied. In this study, SPSS 21.0 program was used to analyze the data. In the study, it is concluded that students who have the habit of listening to music are more successful in Arabic lessons than students who are educated with traditional method

The Effect of 5E Learning Cycle and Multiple Intelligence Approach on 9th Grade Students’ Achievement, Attitude, and Motivation toward Chemistry on Unit of Chemical Properties

This research was aimed to investigate the effectiveness of the based 5E learning cycle model (LCM) and Gardner's multiple intelligence theory instructions (MIT) on students’ achievement, retention level on the unit of chemical properties concepts, their attitude towards chemistry, and constructs of motivation to learn chemistry when compared with traditional instruction method (TIM). A total number of 151 ninth graders (69 male and 82 female) participated in the study. The research design was non-equivalent control group design as a type of quasi-experimental design. The chemical properties achievement test, attitude scale toward chemistry, and chemistry motivation questionnaire were applied to all groups before and after the application process. The descriptive and inferential statistics analysis was conducted to analyze the data of this investigation. The findings of the study depicted that the 5E LCM and MIT were positively effective than TIM regarding students’ achievement and retention level on unit of chemical properties concepts and their attitude toward chemistry and some constructs of motivation to learn chemistry. However, there were no differences between groups about mean of students’ self-efficacy and anxiety. Results and implications of the study were discussed.

Multiple Intelligences and Success in School Studies

The applications of multiple intelligence theory in education are wide. Students apply the learning in the classroom according to their own dominant intelligence and learning style, which is most effective for them. Combining learning styles with dominant intelligences enhances the students' learning processes.The purpose of this case study is to examine the relationship between dominant intelligences according to Gardner's multiple intelligence theory and middle school students' academic achievement. A case study was conducted in Israel, in a middle school, among seventh-graders and involved 158 students.Findings indicated that in excellent classes - 80.9% of students had logical intelligence, in at least one of the levels of dominance; in ordinary classes only 48.4% of students have logical intelligence, at least in one of the levels of dominance. We also examined the relationship between the amount of dominant intelligences among students in all classes, excellent and ordinary. Findings indicated that in excellent classes the percentage of students with two or three dominant intelligences was higher than the percentage in ordinary classes. It is important to note that these are not just the logical and verbal, but also all types of intelligences, such as spatial, musical, kinetic and others.In conclusion, the dominant intelligences that highly influence and measure achievement in the education system are not the logical-mathematical and the linguistic-verbal, but the only logical-mathematical. Moreover, the amount of intelligences at the dominant levels can predict and indicate student's success at school.

What do K-12 students feel when dealing with technology and engineering issues? Gardner's multiple intelligence theory implications in technology lessons for motivating engineering vocations at Spanish Secondary School

ABSTRACTThe interest on engineering and scientific studies can be raised up even from the early years of academic instructional process. This vocation may be linked to emotions and aptitudes towards technological education. Particularly, students get in touch with these technological issues (namely STEM) during the Compulsory Secondary Education in Spain (12–16 years old).This work presents a preliminary evaluation of how relevant is Gardner's multiple intelligence theory (MIT) in the teaching–learning process within the Technology Lessons. In this sense, MIT was considered as an explanation variable of the emotional response within the different educational parts (so-called syllabus units, SU) in the Technology spanish curriculum. Different intelligence style (IS) will orient the student to a vision of the engineering and technology. This work tries to identify which relationships can be established between IS and specific technology and engineering learning. This research involved up to 135 students were subsequently tested about their predominant (IS) and on the emotions that arouse in them when working with each SU. The results were statistically significant and only those with a Logic-arithmetic or Environmental IS were not affected by the SU.Best teaching and learning practicesare required for encouraging further engineering studies.

Evaluation of efficiency of trainings teaching method based on the Gardner's multiple intelligences on religious attitude of high school students in Bushehr in 2012-2013

Purpose: The Purpose of this study was determining of the effectiveness of Gardner's multiple intelligences theory on changing of religious attitudes among high school student. Method: To obtain the aims of the research 112 high school students in 2 nd grade were randomly selected. The main instrument was a questionnaire with 0.63 Alpha coefficients. Results: The results of ancova showed that the teaching method based on Gardner's theory has significant effects on religions attitude. Also, it showed that therer is no significant difference between boys and girls in religious attitude after treatment. In addition the results of Ancova revealed that there's no significant difference between students in accordance of discipline. Chi 2 test results showed that the high school students, both male and female attitudes are highly religious; T-test for independent groups was found between male and female students in terms of religious attitudes, there is a significant difference.

Differentiated Instruction for Special Needs in Inclusive Schools: A Preliminary Study

This study aims to develop the instruments used in implementation of differentiated instruction among students in inclusive schools. The method used in this study was integrating between theoretical consideration based on the literatures and empirical evidences from the interview with the teachers of inclusive schools in Yogyakarta. The result of the study showed the need of assessment in several dimensions, both teachers and students. In the teacher's context, the evaluation on the relevant competencies need to ensure the successful process of teaching and learning on special needs students in inclusive schools. The competencies evaluated among teachers contains three dimensions: (1) Readiness to operate the differentiated instruction (2) Understanding on large difference of student's interest; and (3) Decision on the learning method based on student's learning profile. The assessment needed among students was developed by observation form that will be used by teachers to evaluate their students. This form contained the evaluation of student's readiness to receive differentiated instruction in learning process, the evaluations of student's interests, and the evaluation of student's learning style based on Gardner's multiple intelligences theory.

John Dewey's educational theory and educational implications of Howard Gardner's multiple intelligences theory

Since 1983, when Howard Gardner published his theory of multiple intelligences, educators have begun to incorporate this new model into school programs. However, the idea of multimodal teaching is hardly a new concept. Many pioneers of modern education, such as: J. J. Rousseau, J.H. Pestalozzi, M. Montessory, J. Dewey, suggested educational models that oppose uniformity and predominantly verbal teaching. The aim of the research presented in this paper is to identify and compare compatible elements of educational ideas of John Dewey and Howard Gardner. The research is based on historical-comparative method and content analysis technique and is focused on exploring three key elements of intersection: curriculum, methods of teaching and learning, and teachers' role. Regarding the curriculum, both authors prefer integrated and thematic curriculum based on real-life context. They also agree on student-centred teaching where implementation of variety of active methods of learning will give opportunity to students to express their specific identity. Teacher's role in both concepts is to link students' personal experiences and characteristics to the material being studied and to the school life in general. The findings imply that educational implications of Gardner's theory can be considered as a continuation of Dewey's progressive vision of classroom teaching and school organization.