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Intelligence Reframed: Multiple Intelligences for the 21st Century
... Bu teori, eğitimde bireysel farklılıkların ve çeşitliliğin dikkate alınması gerektiği fikrini destekler. Gardner'ın teorisi, eğitimde daha kapsamlı ve kişiselleştirilmiş yaklaşımlar geliştirilmesi için bir temel sağlar (Gardner, 1999 (Gardner, 1983;1999 (Gardner, 1983;1999). Bu teori, eğitimde bireysel farklılıkların dikkate alınmasını ve her öğrencinin benzersiz yeteneklerinin geliştirilmesini vurgulamaktadır. ...
... Bu teori, eğitimde bireysel farklılıkların ve çeşitliliğin dikkate alınması gerektiği fikrini destekler. Gardner'ın teorisi, eğitimde daha kapsamlı ve kişiselleştirilmiş yaklaşımlar geliştirilmesi için bir temel sağlar (Gardner, 1999 (Gardner, 1983;1999 (Gardner, 1983;1999). Bu teori, eğitimde bireysel farklılıkların dikkate alınmasını ve her öğrencinin benzersiz yeteneklerinin geliştirilmesini vurgulamaktadır. ...
... Bu teori, eğitimde bireysel farklılıkların ve çeşitliliğin dikkate alınması gerektiği fikrini destekler. Gardner'ın teorisi, eğitimde daha kapsamlı ve kişiselleştirilmiş yaklaşımlar geliştirilmesi için bir temel sağlar (Gardner, 1999 (Gardner, 1983;1999 (Gardner, 1983;1999). Bu teori, eğitimde bireysel farklılıkların dikkate alınmasını ve her öğrencinin benzersiz yeteneklerinin geliştirilmesini vurgulamaktadır. ...
Bu çalışmada YOLOv8 derin öğrenme modeli kullanılarak “Roboflow” platformu
üzerinden geliştirilen insan vücudu organlarını tanıma veri seti üzerine kurulu bir
sistem tasarlanmıştır. Bu sistem internet ve kamera bağlantısına sahip mobil
cihazlar aracılığıyla çalışmakta ve öğrencilere organları gerçek zamanlı olarak
tanıma ve hakkında bilgi sağlama imkânı sunmaktadır. Çalışma bir devlet
okulunun 5. sınıfında öğrenim öğren 45 öğrenci ile yürütülmüştür. Tasarım tabanlı
karma araştırma yönteminin kullanıldığı bu çalışmanın nicel boyutunda;
geliştirilen sistemin, öğrencilerin akademik başarılarına, fen motivasyonlarına,
yapay zekâ okur yazarlıklarına olan etkisi incelenmiştir. Akademik başarıyı
ölçmek için “vücudumuzdaki sistemler” ünitesine yönelik akademik başarı testi
geçerlik ve güvenirlik çalışması yapılmıştır. Çalışmanın nitel boyutunda ise
çalışmanın öncesinde ve sonrasında deney grubu ile yarı yapılandırılmış
görüşmeler yapılmıştır. Çalışma sonucunda geliştirilen sistemin uygulanması ile
öğrencilerin akademik başarıları arasında anlamlı bir farklılık tespit edilmiştir.
Ayrıca fen motivasyonlarının “iç motivasyon” ve “öz yeterlilik” boyutlarında
deney grubu lehine anlamlı farklılığa ulaşılmıştır. Deney grubuna uygulanan
yapay zekâ okuryazarlığı ölçeğinin “kullanım” boyutunda anlamlı bir farklılığa
ulaşılmıştır. Hazırlanan veri setinin gelecek araştırmalar için bir temel oluşturduğu
ve farklı disiplinler ve konular için uyarlanabileceği düşünülmektedir.
... To help each student achieve their individual abilities and learning skills (Gardner, 1999), it is important to apply different types of intelligence. This type of approach fosters individualization in education and helps maximize each student's potential by focusing on their unique needs and interests. ...
... This type of approach fosters individualization in education and helps maximize each student's potential by focusing on their unique needs and interests. This type of teaching adapts educational programmes and content to every student based on Gardner's (1999) concept of 'education for personal development'. His Theory of Multiple Intelligences (1983) plays a key role in this approach, as he identifies eight types of intelligence: linguistic, logical-mathematical, spatial, musical, bodily-kinaesthetic, naturalistic, interpersonal, and intrapersonal intelligence (Gardner, 1999). ...
... This type of teaching adapts educational programmes and content to every student based on Gardner's (1999) concept of 'education for personal development'. His Theory of Multiple Intelligences (1983) plays a key role in this approach, as he identifies eight types of intelligence: linguistic, logical-mathematical, spatial, musical, bodily-kinaesthetic, naturalistic, interpersonal, and intrapersonal intelligence (Gardner, 1999). He argues that these intelligences often work together and complement one another. ...
Dyslexia affects 5-12% of school-aged children, posing challenges in reading,
spelling, and language processing. This paper explores the benefits of musical stimulation in enhancing cognitive functions and reading skills in dyslexic students. Previous
research highlights that musical interventions improve phonological awareness, reading
accuracy, and cognitive processing through shared neural mechanisms between music
and reading. Integrating musical activities into educational practices can create an inclusive environment, supporting individualized learning aligned with Gardner’s Theory
of Multiple Intelligences. This approach promotes academic and personal growth and
diversity, offering effective strategies for overcoming challenges faced by students with
learning disabilities, promoting inclusivity in the classroom.
... La investigación realizada tiene como objetivo principal fortalecer la capacidad de análisis e interpretación en estudiantes de quinto grado de primaria en el área de matemáticas, aplicando la teoría de las inteligencias múltiples de Gardner a través del aprendizaje basado en problemas (Gardner, 1998;Piaget, 2001;Vygotsky, 1978;Ausubel, 1968). Este objetivo se desglosa en tres metas específicas: realizar un diagnóstico inicial sobre el conocimiento de fracciones en los estudiantes, implementar la estrategia de aprendizaje basado en problemas y evaluar la efectividad de esta estrategia mediante una evaluación de las actividades realizadas. ...
... La propuesta se lleva a cabo en la institución educativa Brighton, con un grupo de estudiantes de quinto grado como muestra. La intervención se centra en el tema de las fracciones, utilizando el aprendizaje basado en problemas como estrategia pedagógica (Gardner, 1998). Esta estrategia se implementa en tres sesiones de trabajo: diagnóstico, aplicación de la estrategia y evaluación de resultados. ...
... Esta estrategia se implementa en tres sesiones de trabajo: diagnóstico, aplicación de la estrategia y evaluación de resultados. En cuanto a la fundamentación teórica, se destaca la importancia de entender y respetar las diferencias individuales en el proceso educativo, así como la necesidad de ofrecer experiencias de aprendizaje adaptadas a las distintas inteligencias de los estudiantes (Gardner, 1998;Ernst-Slavit, 2001). Se reconoce que no todos los estudiantes aprenden de la misma manera y que es fundamental adaptar los métodos y estrategias pedagógicas para garantizar un aprendizaje equitativo y significativo (Gardner, 1998). ...
Este es un libro de memorias, del encuentro de investigadores en Ciencias de la Actividad Física, Educación Y salud del año 2024, donde hemos tenido 9 ponencias internacionales y aproximadamente 20 nacionales, al igual la participación de los docentes del programa de la Universidad de Pamplona y maestrantes, para un total de 47 ponencias, diferentes temas relacionados a la educación física, el deporte, salud y educación en general
... A type of intelligence that includes the ability of an individual to communicate effectively in social environments, manage human relations, understand others and cooperate (Gardner, 2000). This type of intelligence plays an important role in both individual and social contexts. ...
... Intrapersonal intelligence or personal intelligence is defined as the ability of an individual to focus on their inner world, understand themselves, identify and manage their emotions (Gardner, 2000). Intrapersonal intelligence is a powerful mechanism that guides an individual's life. ...
... It refers to the individual's interaction with nature and the environment and their sensitivity in this area (Gardner, 2000). Naturalist intelligence includes the ability to recognize and classify living things in nature and understand the relationships between them. ...
... Vol. 27, No4s (December) 2024 Veerendra Kumaret al spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, naturalistic, and finally existential intelligence. People also consist of these intelligences in varied measures, which defines their approach towards learning and solving problems in general as well as their cognitive profiles (Gardner, 1999). Unlike other generic IQ theories, MI theory implicitly acknowledges the plurality of human talents claiming that academic achievement may not reveal a person's true potential to the fullest (Armstrong, 2017). ...
... 5. To provide recommendations for incorporating MI theory into teacher training programs and professional development initiatives. Later, Gardner posited the possibility of existential intelligence, which explores deep questions about life, death, and the human condition (Gardner, 1999). While less empirically developed than other intelligences, it has sparked interest in philosophical and spiritual contexts. ...
... It is also a disadvantage because it is possible to make students develop in only one area of their intelligence and not the others. Gardner has also emphasized that all students should be encouraged to grow in all intelligence, not be locked up in one area of strength (Gardner, 1999). Other studies concerning the role of intelligence in learning styles made show the necessity of an undistorted and fair approach to learning. ...
This paper aims to discuss how the concept of Howard Gardner’s Multiple Intelligence (MI) Theory can be incorporated into the teaching-learning process to improve teaching effectiveness and student achievement. MI Theory broadens the conventional understanding of intelligence, emphasizing eight distinct domains: Linguistic, logic-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist. The review also shows how MI Theory is applied in lesson planning, instructional processes, and assessments that address students’ learning profiles. Experimental findings confirm that the application of MI-based instruction enhances students’ interest, desire, and achievement thus supporting the rationale for its application in teaching. The paper also discusses the difficulties of applying MI Theory such as; limited resources, lack of teacher training, and the prevalence of packaged curricula. The problem is that people misunderstand the theory and apply it in the wrong way, for example, by identifying intelligence with learning styles. Possible ways to address these barriers include staff development, use of IT, and curriculum change. Future directions include the development of MI in teacher education programs, the integration of multiple disciplines into MI, and policies that promote MI-based education. This review ends with a plea to educators, researchers, and policymakers to join forces in the further development of MI-based approaches. The nature of this work is based on the values of MI Theory and would help students and educators meet the learning needs of the twenty-first century as well as society.
... At first, Gardner provided a list containing seven types of intelligence, among which the first two are verbal and mathematical intelligences that are of a high significance to students; the following three intelligences, i.e., musical-rhythmic, bodily-kinaesthetic and visual-spatial, correspond normally with artistic skills; the next two, i.e., internal and social intelligences, are known as personal intelligence (Gardner, 1999); and the last one is nature intelligence. Gardner (1999) recognized nine intelligences, namely linguistic, logical-mathematical, spatial, bodily-kinaesthetic, musical, interpersonal, intrapersonal, naturalist, and existential. ...
... At first, Gardner provided a list containing seven types of intelligence, among which the first two are verbal and mathematical intelligences that are of a high significance to students; the following three intelligences, i.e., musical-rhythmic, bodily-kinaesthetic and visual-spatial, correspond normally with artistic skills; the next two, i.e., internal and social intelligences, are known as personal intelligence (Gardner, 1999); and the last one is nature intelligence. Gardner (1999) recognized nine intelligences, namely linguistic, logical-mathematical, spatial, bodily-kinaesthetic, musical, interpersonal, intrapersonal, naturalist, and existential. The first seven intelligences were described in his book titled Frames of Mind (1983), the last two items were added in Intelligence Reframed (1999). ...
... In addition, it helps individuals be capable of recognizing, categorizing, and drawing on particular characteristics of environment. In an indirect way, this intelligence integrates a description of the core competence with a feature of the role valued to numerous cultures (Gardner, 1999). In view of majority of people, forest rangers and veterinary surgeons are associated with naturalist intelligence. ...
Research works on talent management have been done for decades. Nowadays, organizations are not only concerns on employee competencies and abilities among talent. The organisation also realize to perceive employee multiple intelligence in talent management. This paper to discuss relationship between Talent Management and Multiple Intelligence. The fundamental premise of the research work done is to propose awareness on the importance of Multiple Intelligence (MI) in Talent Management (TM) practise. At the end of this paper, a conceptual framework is proposed to explain these two variables). It is hoped that this framework will be a catalyst in future development of more theories and research works.
... La PNL facilita esta integración mediante técnicas que estimulan la creatividad y el pensamiento crítico. Por ejemplo, aprender inglés a través de proyectos de ciencias ambientales permite a los estudiantes desarrollar competencias en investigación, redacción y análisis crítico, todo en un mismo proceso.SegúnGardner (2000), las conexiones interdisciplinarias refuerzan las inteligencias múltiples, permitiendo a los estudiantes abordar problemas desde perspectivas diversas. En este contexto, la PNL puede utilizarse para diseñar actividades que integren elementos visuales, auditivos y kinestésicos, ayudando a los estudiantes a asociar conceptos abstractos con experiencias prácticas.Además, la interdisciplinariedad fomenta el desarrollo de habilidades transferibles, como la comunicación intercultural y la colaboración en equipo, competencias esenciales en un mundo globalizado. ...
... Este proyecto fortalece habilidades empresariales, de investigación y lingüísticas, mientras fomenta la capacidad de aplicar conocimientos en contextos reales.Evaluación de Competencias en un Contexto Más AmplioEvaluar competencias en un contexto más amplio implica ir más allá de los resultados académicos tradicionales para incluir habilidades blandas y transferibles.La PNL proporciona herramientas que ayudan a los docentes a observar no solo lo que los estudiantes aprenden, sino cómo lo aplican en situaciones reales y desafiantes(Grinder & Bandler, 1981).Un enfoque integral de evaluación utiliza rúbricas multidimensionales que valoran la capacidad del estudiante para colaborar en equipo, resolver problemas, y comunicar ideas de manera efectiva. SegúnGardner (2000), estas competencias son esenciales para el desarrollo de profesionales versátiles en un mundo globalizado. ...
El mundo se ha trasformado en un escenario globalizado, donde la comunicación fluida y efectiva se ha convertido en un requisito indispensable para el desarrollo personal y profesional. En este contexto, el aprendizaje del inglés ha dejado de ser un lujo y se ha convertido en una herramienta esencial para la movilidad social, la inclusión en el mercado laboral y la participación en un mundo cada vez más interconectado.
... Gelişimin tamamlayıcı bir boyutu olan müzik, zihinsel gelişimde önemli bir rol oynamaktadır (Özdemir ve Yıldız, 2010). (Gardner, 2000). Uzamsal zeka, görsel-uzaysal dünyayı doğru algılama ve kişinin ilk algıları üzerinde dönüşümler gerçekleştirme kapasitesini ifade eder (Lunenburg ve Lunenburg, 2014). ...
... Kişilerarası zeka, bir kişinin diğer insanların niyetlerini, motivasyonlarını ve arzularını anlama ve dolayısıyla başkalarıyla etkili bir şekilde çalışma kapasitesini ifade eder. İçsel zeka, kişinin kendini anlama, kendi arzuları, korkuları ve kapasiteleri de dahil olmak üzere etkili bir çalışma modeline sahip olma ve bu bilgileri kişinin kendi yaşamını düzenlemede etkili bir şekilde kullanma kapasitesini içerir (Gardner, 2000). Doğal zeka, doğa dünyasında karşılaşılan şeyleri anlama, ilişkilendirme, kategorize etme, sınıflandırma, kavrama ve açıklama yeteneğidir. ...
Erken çocukluk döneminde verilen müzik eğitimi, çocukların müzikal gelişimleri kadar genel gelişimleri açısından da büyük önem taşır. Bu kritik dönemde müzik eğitimi, çocukların müzikle ilgili bilgi ve becerilerini doğrudan etkiler ve bu yüzden dikkatli ve özenli bir şekilde ele alınmalıdır. Bu araştırmanın amacı müzik etkinliklerinin okul öncesi dönem çocuklarının çoklu zeka alanlarına etkisinin incelenmesidir. Araştırmanın çalışma grubunu 2023-2024 eğitim öğretim yılında anaokuluna devam eden, 60-72 aylık 15’i deney, 15’i kontrol grubu olmak üzere toplam 30 çocuk oluşturmaktadır. Yedi hafta boyunca deney grubunda yer alan çocuklara haftanın iki günü araştırmacı tarafından hazırlanan müzik etkinlikleri uygulanmıştır. Verilerin toplanmasında TIMI Teele Çoklu Zekâ Envanteri kullanılmıştır. Deney ve kontrol grubuna uygulanan ön test ve son testler arasındaki farklılığı belirlemek amacıyla bağımsız gruplar için t-testi, deney ve kontrol grubunun ön test ve son testi arasındaki farklılığı belirlemek amacıyla bağımlı gruplar için t-testi ve deney grubunun ön test ve son testleri arasındaki farklılığı belirlemek amacıyla bağımlı gruplar t-testi uygulanmıştır. Sonuçlar çalışma gruplarında yer alan çocukların çoklu zeka testi ön test puanları arasında anlamlı bir farklılık olmadığını göstermiştir. Deney ve kontrol grubu çocukların son test puanları incelendiğinde deney grubu çocukların müziksel ve bedensel kinestetik zeka alanlarında son test puanlarının anlamlı bir farklılık gösterdiği belirlenmiştir. Bu durum uygulanan müzik etkinliklerinin deney grubunda yer alan çocukların müziksel ve bedensel-kinestetik zeka düzeyleri üzerinde etkili olduğunu ortaya çıkarmaktadır.
... The origins of this idea may be traced back to Gardner's (1983) research on multiple intelligences, particularly his notions of intrapersonal and interpersonal intelligence. Gardner (1999) defines interpersonal intelligence as an individual's ability to comprehend the intents, motives, and wants of others, hence enabling them to collaborate efficiently with others. In contrast, the concept of intrapersonal intelligence pertains to an individual's ability to comprehend their own self, develop a functional self-model that encompasses their wants, anxieties, and capabilities, and successfully use this knowledge to regulate their own life. ...
z Bu çalışmanın başlıca amacı yönetici adayı öğrencilerin duygusal zekâ düzeylerinin onların öznel iyi oluşları üzerinde olan etkisini tespit etmektir. Araştırma Hazar Üniversitesi İktisadi ve İdari Bilimler Fakültesinde eğitim alan öğrenciler üzerinde yürütülmüştür. Araştırmada veri toplama yöntemi olarak anket kullanılmıştır. Örnekleme yöntemi olarak ise literatürde yaygın olarak kullanılan kolayda örnekleme yöntemi tercih edilmiştir. Anket online ortamda oluşturulmuş ve doldurulmuştur. Toplamda 250 öğrenciye erişilmiş ve 160 öğrenciden geri dönüş alınmıştır. Elde edilen veriler SPPS (İstatistiksel Analiz Programı) kullanılarak frekans, güvenilirlik, regresyon ve korelasyon gibi birçok analizlere tabi tutulmuştur. Analiz aşamasını gerçekleştirmek için araştırma amacına uygun olarak toplamda 5 hipotez oluşturulmuştur. Elde edilen sonuçlar doğrultusunda duygusal zekâ ve alt boyutları (öz farkındalık, sosyal farkındalık; öz denetim, ilişki yönetimi) arasında pozitif yönlü ilişki tespit edilmiştir. Ayrıca yapılmış regresyon analizi sonucunda duygusal zekâ ve alt boyutlarının (öz farkındalık, sosyal farkındalık; öz denetim, ilişki yönetimi) öznel iyi oluşu pozitif yönde etkilediği ortaya çıkmıştır. Anahtar kelimeler: Duygusal zekâ, öznel iyi oluş, nicel araştırma. JEL Sınıflandırılması: D91, I31, C10 Abstract The primary objective of this research is to ascertain the impact of future manager students' emotional intelligence levels on their subjective well-being. The study was carried out on a sample of students who were pursuing their studies at Khazar University, namely within the Faculty of Economics and Management. The study used a survey as the primary approach for data collecting. The convenience sampling technique, which is often used in literature, was chosen as the sample method. The survey was developed and completed using an online platform. A cohort of 250 students was surveyed, and comments were obtained from 160 of them. The collected data underwent several analytical procedures, including frequency analysis, reliability analysis, regression analysis, and correlation analysis, using the SPPS (Statistical Analysis Programme). In line with the study goal, a total of five hypotheses were formulated to facilitate the analysis process. Consistent with the findings, a significant correlation was seen between emotional intelligence and its many sub-dimensions, namely self-awareness, social awareness, self-control, and relationship management. Furthermore, the regression analysis yielded findings indicating a positive relationship between emotional intelligence and its sub-dimensions.
... Technology can be used to facilitate learning in all areas of intelligences. Howard Gardner through a series of research [16,19] for his theory of multiple intelligences identified differentiated types of intelligence. ...
Although the theory of multiple intelligences is widely recognized, its application remains new in Albania, with notable gaps in practice. This study aims to explore teachers' perceptions of the theory of multiple intelli-gences, analyze its application, and evaluate the role of technology in fostering these intelligences while promoting more collaborative and personalized learning experiences. A mixed-methods approach was employed to identify, measure, and generalize the variables in a sample of 149 in-service teachers. Data was analyzed using SPSS, with correlation analysis revealing relationships among variables. A significant positive correlation (r = 0.511) indicates that as teachers use technology to stimulate multiple intelligences, students are more engaged in collaborative and personalized learning environments. Teachers who understand multiple intelligences and effectively use technology create more engaging, collab-orative, and personalized learning spaces. These findings highlight the importance of integrating technology into education to enhance learning outcomes and encourage student-centered approaches. By leveraging advances in technology, educators can support collaborative and personalized learning tailored to students' unique intelli-gences, fostering more effective and meaningful educational experiences. INTRODUCTION Howard Gardner's theory of multiple intelligences is well known, but the question remains how it can be applied to teaching and learning processes, particularly in today's school settings, where personalized learning seems to be a demand. Understanding the strengths and weaknesses related to the different intelligences of each student can help achieve greater success in learning. Technology can be used to facilitate learning in all areas of intelligences. Howard Gardner through a series of research [16, 19] for his theory of multiple intelli-gences identified differentiated types of intelligence. Linguistic intelligence is related to the ability to use clear and effective vocabulary. Those with it usually know how to change linguistic register as needed and strive to reflect on language. Students learn best through language comprehension, which includes speaking, writing, reading, and listening [3, 27]. Students with linguistic intelligence in personalized learning or in collaboration with others can easily access a wealth of information through databases, computer networks , non-digital and digital technologies. The development of language skills can be acquired by using technology to access, share and manage information, communicate, learn, and develop intelligence. Various technological means can be used for this intelligence,
... The first limitation of the present study is about measurement of the concept of spiritual intelligence. Whether spiritual intelligence is a type of intelligence is controversial for many scholars (Gardner 1999a(Gardner , 1999b. Furthermore, it does not have a measurement like other types of intelligence (IQ, etc.). ...
Artificial intelligence (AI) is a rapidly developing technological development that helps individuals in many areas. However, this progress is met with different reactions from individuals. The paper aims to investigate the associations among the concepts of spiritual intelligence, intolerance of uncertainty and AI anxiety. Furthermore, mediating role of intolerance of uncertainty on the relationship between spiritual intelligence and AI anxiety is another aim to examine in this study. In order to measure the mentioned variables, data was collected from 382 white-collar employees using survey method. We conducted explanatory and confirmatory factor analyses to control validity, and Crombach Alpha values to control reliability of the scales. Findings represented that each scale was valid and reliable. After that measurement model and structural equation modelling was conducted for model testing. The results represented the significant relationship between spiritual intelligence and intolerance of uncertainty, between uncertainty tolerance and AI anxiety (also its dimensions). In addition, findings showed that intolerance of uncertainty fully mediates the relationship between spiritual intelligence and learning of AI anxiety, also between job replacement of AI anxiety. Furthermore, results presented that intolerance of uncertainty partially mediates the relationship between spiritual intelligence and sociotechnical blindness and configuration of AI anxiety.
... Every student has varied intellectual strengths. Thus, Gardner (1999) proposes an approach that focuses on the "entry point" through multiple intelligences. There are 7 entry points, namely narrative, quantitative or arithmetic, basic logical or existential, aesthetic, practical, and social. ...
The aim of this research is to describe the process of selecting a learning model, implementing the multiple intelligence learning model for students who tend to be slow learners, the obstacles faced by shadow teacher, and solutions to overcome the obstacles that exist at MIM PK Kartasura. This research method is qualitative, with a descriptive approach and a phenomenological research type. This study used data collection through observation, interviews, and documentation. The data analysis technique in this research uses the interactive model from Miles and Huberman with the following steps: data reduction, data presentation, and drawing conclusions. The subjects of this research were shadow teacher, who accompanied Slow Learner students in class 2, the homeroom teacher for class 1, and the head of the madrasah. The research results show that the implementation of the multiple intelligence learning model for slow learners has been adapted to the results of the students' Multiple Intelligence Research (MIR), namely the lecture method combined with the demonstration or practice method. There is no significant difference in the learning methods used by slow learners and other students; it's just that slow learners are accompanied by shadow teacher to use a special approach in doing their assignments. The obstacle that shadow teacher experiences is that students do not concentrate enough when learning. To overcome this obstacle, shadow teacher provides a solution, namely by inviting students to study in separate rooms and doing ice-breaking so that students can concentrate again.
... Existential intelligence as part of SQ is the intelligence of comprehending in a large context or big picture (Gardner, 1999). It is the ability to confront deep questions about human existence, such as the meaning of life, death, and human role in the world. ...
... Empat kecerdasan selebihnya termasuk kecerdasan muzikal yang berkait dengan keupayaan memahami dan mencipta muzik, kecerdasan interpersonal yang merujuk kepada kebolehan berinteraksi dengan orang lain, kecerdasan intrapersonal yang melibatkan pemahaman mendalam tentang diri sendiri dan kecerdasan naturalistik yang berkaitan dengan sensitiviti terhadap alam semula jadi (Gardner, 1999). ...
Abstrak
Pelaksanaan kaedah didik hibur dalam bidang Sirah merupakan pendekatan inovatif yang penting untuk meningkatkan minat dan penguasaan murid terhadap bidang Sirah. Namun, kaedah pengajaran tradisional masih dominan, menyebabkan pengajaran Sirah kurang menarik dan tidak efektif. Kajian ini bertujuan untuk mengenal pasti tahap pengetahuan pelajar, menganalisis tahap pelaksanaan serta mengenal pasti faktor pelaksanaan kaedah didik hibur dalam bidang Sirah. Kajian ini merupakan kajian tinjauan yang menggunakan pendekatan kuantitatif melalui soal selidik skala likert 5 mata sebagai instrumen kajian. Sampel kajian melibatkan 80 orang pelajar Pendidikan Islam yang telah menjalani Praktikum Fasa Satu. Dapatan kajian menunjukkan bahawa tahap pengetahuan pelajar mengenai kaedah didik hibur adalah tinggi (min=4.51), tahap pelaksanaan kaedah didik hibur dalam bidang Sirah berada pada tahap yang tinggi (min=4.50) dan faktor pelaksanaan yang utama dalam kaedah didik hibur dalam bidang Sirah ialah faktor guru juga berada pada tahap yang tinggi (min=4.50). Kajian ini memberi implikasi kepada pihak Institut Pendidikan Guru Malaysia, sekolah dan pelajar Pendidikan Islam dalam meningkatkan pelaksanaan kaedah didik hibur agar dapat mewujudkan suasana pembelajaran yang berkesan. Kajian lanjutan boleh difokuskan kepada cabaran pelaksanaan kaedah didik hibur dalam bidang Sirah dan penyelesaiannya serta digabungkan dengan pendekatan kualitatif untuk mendapatkan dapatan yang lebih luas dan terperinci.
Kata Kunci: didik hibur, bidang sirah, pengetahuan, pelaksanaan, faktor
Abstract
The implementation of edutainment methods in the field of Sirah (Islamic History) is an important innovative approach to increase students' interest and mastery in the field of Sirah. However, traditional teaching methods remain dominant, causing Sirah teaching to be less engaging and ineffective. This study aims to identify students' knowledge levels, analyze the implementation levels, and identify factors affecting the implementation of edutainment methods in the field of Sirah. This study is survey research using a quantitative approach through a 5-point Likert scale questionnaire as the research instrument. The research sample involved 80 Islamic Education students who had undergone Phase One Practicum. The findings show that students' knowledge level regarding edutainment methods is high (mean=4.51), the implementation level of edutainment methods in Sirah is high (mean=4.50), and the main implementation factor in edutainment methods in Sirah, which is the teacher factor, is also at a high level (mean=4.50). This study has implications for the Malaysian Teachers Training Institute, schools, and Islamic Education students in improving the implementation of edutainment methods to create an effective learning environment. Further research could focus on the challenges in implementing edutainment methods in Sirah and their solutions, combined with a qualitative approach to obtain broader and more detailed findings.
Keywords: edutainment, field of sirah, knowledge, implementation, factors
... For some time now, researchers have noted that many children have not responded well to the "dreaded book report" as a means of demonstrating their understanding of a particular text (Krieger, 1992;Turner & Paris, 1995). Multiple Intelligences theory (Gardner, 1983(Gardner, , 1999) convincingly informs us that there are various ways of knowing and understanding. Well-crafted rubrics can be a means of measuring more creative modes of knowing and understanding. ...
... Secara teori, seni mewarnai memiliki manfaat yang signifikan dalam perkembangan kognitif dan emosional anak-anak. Menurut (Gardner, 2000), keterlibatan anak-anak dalam aktivitas seni, termasuk mewarnai, dapat merangsang perkembangan kreativitas dan keterampilan pemecahan masalah. Proses mewarnai juga dapat meningkatkan kemampuan anak-anak dalam mengenali bentuk, warna, dan memperhatikan detail (Lebar, 2023). ...
National Santri Day is a moment to appreciate the contribution of santri in the nation's struggle. However, in some areas, this commemoration has not been fully utilized to strengthen the relationship between pesantren, the community, and the government. This service aims to optimize the commemoration of Santri Day in Bukit Permata Village with a collaborative approach involving various elements of society. The method used is Participatory Action Research (PAR), which involves active community participation in all stages of the activity. The results of this service strengthen relationships between villagers, increase togetherness, and strengthen a sense of pride in cultural and religious identity. National Santri Day celebration activities such as adhan competitions, quiz, tahfidz, coloring, and fashion shows can also increase community understanding of religion, culture, and education. The implication of this service is the creation of an inclusive, participatory, and sustainable Santri Day celebration model, which can be an inspiration for other regions in celebrating Santri Day in a more meaningful and sustainable manner.
... (Kana ve Demir, 2017). Gardner (1999), geliştirdiği Çoklu Zeka Kuramı ile bireylerin yalnızca tek bir zeka türüne değil, farklı zeka alanlarına sahip olabileceğini ileri sürmüştür. Gardner, geleneksel zeka testlerinin yalnızca mantıksal-matematiksel ve dilbilgisel zeka türlerini ölçtüğünü belirtmiş; ancak insanların bedensel, görsel-uzamsal, müziksel, içsel, doğacı, varoluşçu ve kişilerarası gibi pek çok farklı zeka türüne de sahip olabileceğini savunmuştur. ...
Bu çalışma, sosyal hizmet bölümünde öğrenim gören öğrencilerin elektromanyetik kirlilik farkındalığını ve bu farkındalığın doğacı zeka ile diğer faktörlerle olan ilişkisini incelemeyi amaçlamaktadır. Çalışmada, nicel araştırma yöntemlerinden betimsel ve ilişkisel tarama modelleri kullanılmıştır. Türkiye'deki devlet ve özel üniversitelerdeki sosyal hizmet öğrencilerinden oluşan 436 kişilik bir örneklem ile veri toplanmıştır. Araştırmada kullanılan anket, demografik bilgiler, elektromanyetik kirlilik farkındalığı ve çoklu zeka ölçeğini içermektedir. Bulgular, öğrencilerin büyük bir kısmının elektromanyetik kirlilik konusunda orta seviyede farkındalık sergilediğini göstermektedir. Çeşitli sosyodemografik değişkenlerin farkındalık düzeyleri üzerinde anlamlı etkileri olduğu saptanmıştır. Ayrıca, öğrencilerin bilgi düzeyi, tutumları ve deneyimlerinin de farkındalıklarını etkilediği tespit edilmiştir. Bunun yanı sıra, doğacı zekânın elektromanyetik kirlilik farkındalığı ile anlamlı bir ilişkiye sahip olduğu ve bu farkındalığı önemli ölçüde artırdığı saptanmıştır. Sonuç olarak, sosyal hizmet öğrencilerinin elektromanyetik kirlilik farkındalığının artırılması için çevresel konuların eğitim müfredatına daha fazla entegre edilmesi gerektiği vurgulanmıştır. Bu bulgular, pratikte sosyal hizmet eğitimi programlarının çevresel sürdürülebilirlik ve farkındalık konularında daha etkin hale getirilmesi gerektiğine işaret etmektedir.
... Speech is controlled by the left hemisphere; therefore, part of the linguistic function in right-handed people is concentrated in the left hemisphere (Borca's area). Gardner [14] points out that individual who has high linguistic intelligence can use spoken as well as written language effectively. They also have the ability to learn the language and use it correctly and perfectly. ...
This study aims to determine the effect of the theory of multiple intelligences in learning English as a foreign language. This paper emphasizes Gardner’s theory of multiple intelligences in detail and how educators can apply the theory in teaching English as a foreign language and help learners learn more effectively in the classroom. It shows that the role of multiple intelligences theory is important for teachers to determine the areas of students’ strengths and weaknesses and then to develop teaching methods accordingly. The results show that the above theory provides a theoretical framework for organizing the different talents and abilities of each learner. The intelligence of the learner may be hidden, and the role of the teacher is to find and develop them effectively. This study provides the activities and assignments that the teacher may prepare inside the classroom based on the intelligences.
... Hacia finales del siglo XX se logran elaborar diversos modelos estructurados sobre inteligencia, superdotación y su relación con el desempeño y aprendizaje en el ámbito educativo y a lo largo de toda la vida. Autores como Renzulli (1978), Gardner (1983Gardner ( , 2000, Sternberg (1985), Tannenbaum (1986), Subotnik et al. (2012) y Pfeiffer (2013) proponen diferentes teorías categorizadas en tres grandes grupos: cognitivas, socioculturales y de capacitación (Sternberg, Renzulli, y Ambrose, 2024). Estas investigaciones también establecen distinciones entre habilidades, talentos y capacidades (Subotnik et al., 2012;, concluyendo que el concepto de inteligencia no puede ser entendido como una entidad única e inmutable (Barraca y Ancillo, 2005;Gardner, 1985;Proudfoot, 2022). ...
Introducción: el estudio de la participación deportiva entre la población de altas capacidades intelectuales se ha desarrollado muy tardíamente, debido en parte a una tradicional concepción cartesiana del ser humano. Objetivo: este estudio pretende aportar conocimiento a esta temática, analizando los hábitos deportivos de una población joven con altas capacidades intelectuales en relación con la inteligencia verbal y no verbal. Metodología: en el mismo participaron 128 jóvenes de entre 14 y 25 años identificados con altas capacidades intelectuales, quienes respondieron a un cuestionario que incorporaba datos sociodemográficos y de hábitos deportivos, así como la evaluación de la inteligencia mediante un test breve, y dos escalas para medir el disfrute en la práctica de actividades físicas y la autoeficacia motriz. Resultados: entre los resultados destaca que los jóvenes de altas capacidades, deportivamente, siguen tendencias similares a las de su grupo de edad. No se encontraron correlaciones significativas entre las variables relacionadas con la inteligencia y la capacidad espacial motriz tal como se planteaba en la hipótesis. Sin embargo, sí se encontraron relaciones significativas entre disfrute con la práctica y autoeficacia motriz, así como en el modelo centrado en el factor verbal y en la capacidad espacial motriz; es decir que, a mayor nivel de razonamiento verbal, mayor capacidad espacial motriz. Conclusiones: este estudio puede contribuir a una mejor incorporación de la población de altas capacidades a las actividades físico-deportivas, promoviendo de esta forma su desarrollo integral.
... En el enfoque cognitivo destacan las aportaciones de Guilford (1967) y Sternberg (1987) para los que es posible mejorar la inteligencia. El enfoque de las inteligencias múltiples, liderado por Gardner (1999), sostiene la existencia de distintas inteligencias que pueden ser estudiadas y estimuladas de forma independiente. También, dentro de este enfoque destaca Sternberg (2002) que propone tres tipos de inteligencia: analítica, entendida como la capacidad para resolver problemas académicos. ...
Emotional education, which has historically been addressed mainly in the family environment, constitutes a fundamental need of human beings. However, today it is essential this emotional education also be addressed in educational centers. The comprehensive development of students is a priority in education, and can’t be fully achieved without considering their emotional education. This underlines the importance of designing and implementing educational proposals and programs aimed at the development of emotional intelligence. To carry out these initiatives. It is necessary to have evaluation tools that allow identifying the emotional needs of student, with the purpose of guiding actions towards strengthening their emotional competencies. The aim of this study has been to design and validate an instrument to assess Emotional Intelligence in educational contexts. The study has been carried out with a sample of 915 students from 5th grade to 2nd ESO. A theoretical EI model composed of nine dimensions was proposed where reliability and content validity were analyzed. Content validity was supported through the theoretical foundation and expert judgment, reliability through the calculation of Cronbach's Alpha. For all these reasons, it can be affirmed that the instrument has sufficient psychometric properties to be a valid and reliable evaluation instrument for the study of EI in educational contexts.
... The original seven intelligences according to Gardner (1999) are worth explaining. The first is Linguistic Intelligence which is sensitive to spoken and written language, the ability to learn languages and the capacity to use language to accomplish goals (op.cit:41). ...
The Educational systems imposed by colonization in Cameroon and Africa at large have been cognitively based, relying on memorization or the learners’ capacity to use the brain to process, store and retrieve what the teacher gives them in class during evaluations and intelligence is measured based on that. This situation has made learners whose learning style do not corroborate with such category to go unnoticed, unrepresented, underexploited, excluded during the teaching/learning process and evaluated as slow learners. This is a problem and inaccurate to the Cameroonian language classroom in particular and educational system in general. This paper therefore explores the perception and use of Multiple Intelligence by language teachers in GBHS Ekounou (Yaounde) and GBHS Bayelle-Nkwen (Bamenda) and its role in achieving a more inclusive teaching and greater learning outcomes. A mix survey (quantitative and qualitative) design was adopted for this paper. Through Gardner’s (1983) theory of multiple intelligence and questionnaires administered to key actors in the language classroom, data were designed, collected and analysed. Finding revealed that language teachers have a low perception of the use of multiple intelligences and thus, rarely apply it during their teaching thereby excluding learners from the teaching/learning process. Further findings indicate teachers’ low learners’ achievement as differentiation is rarely practiced during the teaching learning process.
... Attitude is also a common and important concept in the study of social behavior, which is widely used in the related research of economy, management and education. Researchers have found that an individual's attitude toward things will affect their behavioral intention in relevant researches (Huang et al., 2017;Li et al., 2017;Fang & Zhai, 2018;Gardner, 2000;Wang & Yang, 2021;Li et al., 2022). The research on attitude involves a wide range of fields, research angles are more diverse, and its application has been further expanded. ...
... In this way, children learn the language passively and actively engage, which accelerates the learning process and increases their motivation. (Gardner, 1999) . ...
p>This study explores the application of the Contextual Teaching and Learning (CTL) method in teaching English to children aged 5–7 years in kindergartens across Indonesia and Malaysia. A qualitative approach was adopted, incorporating observation, interviews, and document analysis to investigate how the CTL method enhances children’s English language proficiency. Teachers implemented hands on activities, including conversations, daily instructions, and engaging tasks such as singing, shared reading, and project-based activities. The approach involved providing children with English storybooks and videos, delivering materials engagingly and enjoyably, and emphasizing a student-centered learning environment. Key strategies employed by teachers included establishing interconnected meanings, promoting conceptual understanding through real-life relevance, fostering group collaboration, and facilitating knowledge transfer to new contexts. Results revealed that 50 children were proficient in English speaking before using the CTL method, while 75 exhibited limited proficiency. After implementing the CTL method, the number of proficient children increased to 95, while those with limited proficiency decreased to 30. These findings highlight the effectiveness of the CTL method in improving children’s English-speaking skills. The study concludes that employing the CTL method through a qualitative approach significantly enhances early childhood English proficiency by incorporating contextual, enjoyable, and relevant learning experiences aligned with young learners’ daily lives.</p
... A partir das capacidades consideradas universais na espécie humana, Gardner identificou originalmente sete inteligências. Mais tarde, Gardner (2000) acrescentou duas inteligências, ressaltando que elas sempre funcionam de forma combinada e que a prática envolverá uma fusão de várias delas. A Figura 2 mostra o esquema da TIM com as múltiplas inteligências junto das habilidades associadas a elas. ...
Precisamos esperar pelo próximo censo para termos evidências de que a educação brasileira sofre com baixos índices?
Não podemos esperar resultados diferentes aplicando as mesmas práticas.
As mudanças no acesso à informação e ao conhecimento, impulsionadas pelo avanço tecnológico, exigem que os professores estejam preparados para enfrentar os desafios que se impõem em sala de aula. Isso torna a formação continuada um aspecto-chave para a atualização e aprimoramento das competências e habilidades necessárias.
Diante disso, esta Tese está focada em apresentar uma iniciativa que integra o uso da tecnologia para a promoção do conhecimento com ênfase na adoção de metodologias ativas.
Apresenta-se o programa intitulado Letramento Digital e Criativo (LD\&C), desenvolvido em colaboração com a iniciativa privada para oferecer suporte tecnológico e pedagógico no desenvolvimento de competências essenciais às demandas da educação contemporânea.
A proposta difere-se dos programas implementados a nível nacional pelo foco regional, respeitando a diversidade de cada Rede municipal de educação, trazendo relevância às abordagens propostas.
As atividades formativas foram estruturadas sobre os pilares do Design Thinking e da Aprendizagem Baseada em Projetos, permitindo que os educadores aplicassem o que aprenderam diretamente em suas práticas escolares em conformidade com a BNCC.
Com quinze cidades do Rio Grande do Sul contempladas, mais de 300 educadores receberam a formação ao longo de oito encontros.
Os resultados alcançados revelaram a satisfação dos professores, evidenciando o impacto transformador de integrar atividades criativas associadas ao uso de tecnologias digitais por meio de projetos práticos.
Ao mesmo tempo, os desafios especialmente relacionados à infraestrutura, ao apoio institucional, planejamento e tempo dedicados demonstraram-se decisivos para a implementação e continuidade dessas práticas no ambiente escolar.
Em vista disso, diretrizes essenciais são propostas para o desenvolvimento educacional por meio da educação ativa com suporte tecnológico prevendo, principalmente, o redesenho de espaços escolares, o desenvolvimento de competências docentes e o papel das políticas públicas.
... In the first phase of the sonification workshops, students have had to shift from the dichotomic categories of science (logic, rigor, objectivity) and art (illogic, creativity, subjectivity) to a pluralistic approach that recognizes cross-discipline contamination. The awareness of existing multiple intelligences (Gardner, 1999) in each human being is an added value on a personal and social level. Group music activities, in fact, promote synchronization, coordination, cooperation, and empathy (Clayton et al., 2020;Hatfield et al., 1993;Romero-Naranjo, 2013). ...
Introduction
The present article reports on a case study aimed at improving STEAM education in secondary schools. It discusses the use of sonification as a teaching strategy to integrate music into science learning, using different approaches from data audification to parameter mapping into aural models and to the rewriting of song lyrics based on STEM topics.
Methods
A qualitative research study has been performed in a secondary school in the school district of Bari (South of Italy). More specifically, students’ and experts’ perceptions of experienced sonification activities have been collected through six rounds of focus group interviews.
Results
While there was a good improvement in student achievement in science, it is worth noting how musical activities also led to some benefits for students involved in the sonification workshops. The integration of music with STEM disciplines has promoted more cooperation and empathy among the students. Additionally, musical inputs can help students discover and regain interest in music. However, the study also highlighted the differences in teacher training and content knowledge, suggesting the need for future research to consider broader samples and experimental designs.
Discussion
Results and implications for educational research and practice are discussed considering the recent literature on STEAM. Finally, this study demonstrates the importance of a robust instructional design for sonification activities, so that they can be more effective, aligned with the school curriculum, and integrated into the classroom teaching-learning process.
The related literature has included several versions of the scientific creativity survey but lacked its specialized version for grade 4 science curriculum. Therefore, this study aimed to specialize the scientific creativity survey for the subjects "our foods" and "human and environment" in grade 4 science curriculum. After determining the relevant keywords extracted from the scientific creativity literature and previous surveys, we developed subject-specific questions based on them. Later, a group of experts were asked (elementary teacher educators, science educators, elementary school teachers and science teachers) to check the survey's content, applicability and understandability prior to pilot testing with the participants. Then, three successive pilot studies were conducted with different samples to identify its content validity and reliability. The findings showed significant differences for question-total correlation(s), and between the upper and lower groups. Further, its Cronbach's alpha ranged from 0.857 in the first pilot study to 0.907 in the third pilot study. The present study concludes that the specialized scientific creativity survey is valid and reliable for the context (e.g., grade 4 and science course). Thus, it can be used to measure and evaluate grade 4 (aged 10 years) students' scientific creativity and sub-dimensions (e.g., fluency, flexibility, and originality) of the subjects "our foods" and "human and environment."
მომავალი თაობის განათლება წარმოადგენს საზოგადოების
განვითარების
წინაპირობას და ამით, საზოგადოების უმთავრეს
მიზანს.
ცხოვრების პირველივე წლებიდან ოჯახი და საბავშვო ბაღი
ზრუნავენ
ბავშვის სოციალური და ემოციური უნარების განვითარებაზე.
თანატოლებთან ჯანსაღი კომუნიკაციის დამყარების შესაძ-
ლებლობა
ბავშვს უქმნის განათლების მომდევნო საფეხურის მტკიცე
საფუძველს
და ითვლება, რომ სწორედ ადრეული განათლებისა
და განვითარების
პროცესის
წარმატებულობა განაპირობებს,
როგორც
ბავშვის, ისე მთლიანი საზოგადოების ბიო-ფსიქო-სოციალურ
კეთილდღეობასა და ეკონომიკურ ზრდას, გრძელვადიან
პერსპექტივაში.
თამაში ბავშვის მთავარი ოკუპაციაა და კვლევები
ხაზს უსვამს სკოლამდელ ასაკში თამაშისა და გარე სივრცეში
ფიზიკური
აქტივობების როლს, რა დროსაც სწორედ შერჩეული
პედაგოგიური მეთოდები და ბავშვის საჭიროებებზე მორგებული
საგანმანათლებლო
პროგრამა ეხმარება მათი სოციალური და ემოციური
უნარების განვითარებაში და თავის მხრივ, ეკოლოგიური
პრობლემების პრევენციაში. საქართველოში სკოლამდელი განათ-
ლება არ არის სავალდებულო, სისტემატიზირებული და ოპტიმიზირებული;
საბავშვო ბაღებს აქვთ განსხვავებული საგანმანათლებლო
პროგრამები და გარე და შიდა სივრცითი აქტივობების
განსხვავებული გადანაწილება. შედეგად, კერძო და სახელმწიფო საბავშვო ბაღების აღზრდილები სასკოლო ასაკისთვის
ფლობენ განსხვავებულ სოციალურ და ემოციურ უნარებს და
სასკოლო განათლების მისაღებად - განსხვავებულ საფუძველს.
კვლევა დაინტერესდა სკოლამდელ და ადრეული განათლების
პროცესში ხელისშემშლელი და ხელშემწყობი ფაქტორების იდენტიფიცირებით
და მიზნად ისახავდა განათლების პროცესში
გარე სივრცითი აქტივობების მნიშვნელობის ხაზგასმას. კვლევის
პროცესში გაანალიზდა რელევანტური სამეცნიერო ლიტერატურა,
ანგარიშები, დოკუმენტები და ექსპერტული ინტერვიუები.
შედეგად, კვლევამ მოახდინა ადრეული და სკოლამდელი
განათლების
პროცესში არსებული ხელისშემშლელი და ხელისშემწყობი
ფაქტორების იდენტიფიცირება, ხაზი გაუსვა ადრეული და
სკოლამდელი განათლების პროცესში გარე სივრცითი აქტივობების
მნიშვნელოვნებას, განსაზღვრა მათი როლი ბავშვის განვითარების
პროცესში და სკოლამდელი განათლების პროცესში არსებული
გამოწვევების დასაძლევად, შეიმუშავა რელევანტური რეკომენდაციები.
The primary aim of this chapter is to present case studies demonstrating the application of Interactive Machine Learning (IML) in creating Adaptive Learning Technology Systems. By leveraging the synergy between machine learning algorithms and Human–Computer Interaction (HCI), these systems offer personalized, dynamic, and scalable educational experiences tailored to individual learners. The chapter explores three case studies: a personalized Java tutoring platform, a language learning assistant, and an adaptive science curriculum. These examples illustrate how IML enables the customization of content, feedback, and learning pathways, enhancing engagement and improving learning outcomes. Emphasis is placed on the integration of real-time feedback loops and personalized recommendations, ensuring alignment with diverse cognitive styles and learner progress. The chapter also highlights collaborative features and their role in fostering inclusivity and shared knowledge within digital learning ecosystems. Additionally, challenges such as data privacy and system scalability are addressed, providing a comprehensive overview of IML’s potential to revolutionize education. This chapter underscores the role of IML in shaping the future of adaptive learning systems, offering valuable insights for researchers and practitioners.
The concept of intelligence has been dominated by the singular metric of the IQ test. However, Howard Gardner's theory of Multiple Intelligences (MI) proposes a broader perspective. MI suggests that human intelligence is not a monolithic entity, but rather a spectrum of eight distinct intelligences. This paper explores the core tenets of MI theory, contrasting it with the limitations of IQ testing. It then examines the potential applications of MI in educational settings and beyond, highlighting its role in fostering a more inclusive and well-rounded understanding of human potential.
This study investigated the differences between bilingual gifted children and bilingual typically developing children using a comparative descriptive approach. Multilingual Assessment Instrument for Narratives (MAIN) were used as a tool for this study, to elicit narratives and ask comprehension questions. It examines four main dimensions: (narrative comprehension, narrative production, comprehension of narrative retelling, and production of narrative retelling). The sample consisted of 40 third-grade students from the international partnership schools in Jeddah, 20 were identified as gifted depending on the Saudi talent scale (Mawhiba), while the other 20 were purposefully selected from the same schools. Results showed statically significant differences at the (0.05) level between the mean scores of bilingual gifted children and bilingual typical developing children across all four dimensions, favoring the bilingual gifted children. Therefore, the study recommends to develop appropriate and supportive measures for the narrative test to distinguish between gifted and typically developing children under the age of nine. Based on these results, it is essential to enrich children according to their levels to help invest in their talents for the benefit of both the children themselves and the broader community.
Dalam dunia yang semakin modern dan berubah dengan
cepat, keberadaan dan nilai kesenian tradisi menjadi semakin
penting dalam memperkaya dan mempertahankan warisan budaya
kita. Edukasi estetis melalui kesenian tradisi memainkan peran
krusial dalam membuka pintu menuju keindahan, kearifan, dan nilai�nilai yang terkandung dalam seni-seni nenek moyang kita. Melalui
pengalaman estetika yang mendalam dengan seni tradisional, kita
dapat memperoleh wawasan yang lebih dalam tentang identitas
budaya dan koneksi emosional yang kokoh dengan warisan nenek
moyang kita.
Seperti yang dikatakan oleh Maxine Greene, seorang pendidik
dan filsuf terkemuka, "Seni memungkinkan kita untuk melihat dunia
dari perspektif yang berbeda, untuk merasakan kedalaman emosi,
dan untuk menyatu dengan keindahan yang ada di sekitar kita."
Dengan memperkenalkan kesenian tradisi melalui pendekatan
edukasi estetis, kita tidak hanya membuka mata mereka pada keindahan seni nenek moyang, tetapi juga membantu mereka
mendalami pemahaman mereka tentang makna-makna yang
tersembunyi di balik setiap karya seni tradisional.
Edukasi estetis melalui kesenian tradisi bukan hanya tentang
mempelajari teknik dan bentuk seni yang lalu, tetapi juga lebih
dalam membahas tentang Sejarah Estetika Seni, Teori Estetika, Seni
dan Keindahan, Pendekatan Estetika dalam Analisis Seni, Estetika
dan Filosofi Seni, Estetika dan edukasi, Etika Seni, Kesenian dalam
Konteks Estetika, Estetika dalam kesenian tradisi, dan Kesenian
tradisi serta lebih dalam mengurai implementasi edukasi estetis itu
sendiri.
This chapter explains the primary characteristics and challenges of highly able students. Giftedness is explored from a neurological perspective, providing insights that complement the traditional cultural viewpoint. This chapter contains references to the realistic traits of highly able students, including those observed by the author during her research. Additionally, it emphasizes the importance of fostering an inclusive educational environment for these students, highlighting its role in linking emotions to the development of neural pathways.
Background and Purpose: The study of psychological and social adaptation in blind and visually impaired adolescents is of great importance. Therefore, this study aims to predict the psychological and social adaptation of blind and visually impaired students based on existential thinking, attachment styles, and self-efficacy perception, considering the mediating role of psychological coherence.
The study aims to find the conflict management style adopted by the senior secondary school students in the private schools of Delhi, India and study the difference in respect to boys and girls. The study further aims to find the relationship between the father’s educational qualification attainment and its influence on the child’s way of handling conflict. During the study certain patterns emerged based on the educational level of attainment of the father.The study was conducted on 716 students and analyses was done on the response provided by them in the questionnaire. It is important to the understand the students of 21st century and their response during conflict. In today’s world the adolescents are in challenging times a lot more than they faced in the past decades. The major reason stated for this in various researchis combination of academic pressures, social media influence, parental expectations, peer relationships. It is also a period for self-discovery and issues on sexuality, identity also enter their life. Thus, it is very important to understand the response they givein the times of conflict with others.
This book is the first international handbook of intelligence ever published. It is intended to prove a truly international perspective on the nature of intelligence. It covers intelligence theory, research, and practice from all over the globe. Areas covered include Great Britain, Australia, French-speaking countries, German-speaking countries, Spanish-speaking countries, India, Japan, Israel, Turkey, and China. Each author is an internationally recognized expert in the field of intelligence. Authors represent not just their own viewpoint, but rather, the full variety of viewpoints indigenous to the area about which they write. Each chapter deals with, for its area, definitions and theories of intelligence, history of research, current research, assessment techniques, and comparison across geographical areas. An integrative final chapter synthesizes the diverse international viewpoints.
Relevance. The preface to the Standards of the English language curriculum for primary schools in China states that the curriculum should develop comprehensive language skills, change the process of learning English to the process of actively forming learners’ English language skills. The purpose of the study is to characterize the introduction of music and song materials at English lessons to create an artificial environment in primary schools in China. The tasks of the research are to characterize the theoretical basis for the use of music and song materials; to give examples of modern possibilities of using digital resources from the British Council in China to create an artificial English-speaking environment; to provide practical tips for using music and song materials at English lessons from the British Council in China with “LearnEnglish Kids” digital resource. The results of the study confirm the theoretical justification of the use of music and song materials through the theory of multiple intelligences by H. Hardner, namely through linguistic and musical intelligences, as well as through the hypothesis of the affective filter by S. Krashen. The practical pieces of advice on creating an artificial English-speaking environment are based on the digital resources from the British Council in China, that has been working for 45 years, since 1979. The digital resource “LearnEnglish Kids”, from British Council is particularly useful for primary schools. The digital resources may be connected by using Chinese digital apps such as Weibo, Douban, Youku, WeChat. The practical principles of using music and song materials at English lessons in primary schools in China are outlined. It creates an artificial English-speaking environment. The examples are given with the specific songs for listening, speaking, reading; the songs are “People work”, “In my dreams”, “Feelings are feelings”, “Turkey Trouble”, “Happy New Year”, “Santa, Santa, high in the sky”, “Ramadan chant”. The conclusion is teaching English in primary schools in China becomes significantly effective when an artificial English-speaking environment is created with the help of music and song materials. It affects positively to the improvement of learners’ active listening, speaking, and reading skills, that contributes to their success in learning English. The use of digital resources becomes particularly useful, namely the resources from the British Council in China.
En el marco de la atención educativa a la población infanto-juvenil con alta capacidad intelectual, se cierne un gran debate a la hora de diseñar e implementar tratamientos educativos para lograr un desarrollo pleno e integral, ya que, con frecuencia, presentan desajustes o problemáticas emocionales. El objetivo de la presente investigación es analizar la relación entre el nivel de creatividad y las habilidades socioemocionales en alumnado con un perfil cognitivo compatible con altas capacidades intelectuales. La muestra del estudio se seleccionó mediante un diseño de estudio de casos, utilizando cuestionarios como herramienta de recolección de datos. Las variables fueron medidas por la pruebas de creatividad PIC-N y de inteligencia emocional Bar-On EQ-i:YV. Entre las conclusiones destaca que la creatividad correlaciona de forma significativa y positiva con la habilidad de adaptabilidad y con el estado de ánimo general; por lo tanto, potenciar la creatividad favorece el desarrollo de la inteligencia emocional del alumnado con altas capacidades intelectuales.
This chapter begins by exploring the concept of STEAM, its implementation into the curriculum, and ultimately aims to nurture modern individuals effectively for the twenty-first century. In particular, it addresses students' physical, social, emotional, and cognitive development, fostering creativity, critical thinking, and problem-solving abilities. By emphasizing interdisciplinary learning, incorporating hands-on activities, questions, and workable projects can effectively help educators create dynamic environments that enable students to learn and simultaneously solve real-life problems throughout their lifetime. Additionally, the chapter also addresses theoretical frameworks, including constructivist and experiential learning theories, along with diverse STEAM case studies in different contexts of education. As a result, it provides educators, curriculum designers, and policymakers with best practices for cultivating talented STEAM learners who are equipped with the complex skills needed for the globalized world.
With the continuous innovation of market demands and the increasing complexity of the employment environment, cultivating modern talent capable of adapting to future technological advancements and new economic dynamics has become a global mission that transcends borders. This book explores key topics such as internships, apprenticeship programs, and continuing education, providing an in-depth analysis of the intricate relationship between education and work experience. In addition, the book offers a comprehensive discussion on academic mentoring, career counselling, and skill assessment, serving as a complete guide for students seeking to enhance their career prospects. The research and discussions presented in this book will provide valuable insights and inspiration to educators, policymakers, researchers, and all readers interested in the reform and innovation of education.
The book takes up the UNESCO (1972) assertion that there is a fundamental aim for the education of the peoples of the world: It is to educate complete human beings in all their dimensions, such that they participate in the human story.
The book examines the aims and purposes of education as conceived by scholars, international and national authorities, international pedagogies, early childhood educators, and representative schools. It reviews the concepts of human nature most commonly assumed in educational theory and practice: Mind, body, self, senses, spirit, intelligence(s), and creativity. It explores the most common concepts of human learning from the perspective of principles of learning. An intermission sums the argument of the first four chapters, and prepares for the holistic paradigm to be developed.
The argument of the book is then presented in terms of a holistic paradigm: Whole child, holistic learning, holistic education and holistic principle. Each concept is developed and linked. The holistic language of the paradigm presents an ideological, theoretical and practical principle from which the intents and practices of educational systems and local centres may be conceived. It offers a holistic principle as the ontological principle of the human universe. A concept of human education needs to take this into account in framing its purposes and praxis.
The book reviews the concepts and language of the international education landscape, such that a fundamental holistic purpose for the education of the world’s peoples may be proposed and agreed. This holistic purpose applies not only to education systems and local agencies for children’s learning. It is fundamental to the way the human world works. In a contemporary age of diversity and pluralism, of the seeming insurmountable difficulty of achieving international and national cohesion, the book draws together 800 voices in a chorus, to offer a vision and method for the future of education and the world.
The theoretical framework of this study consists of the concepts of individualization, inclusion, and individual abilities (differences) of preschool children in the educational process. Considering the importance of identifying and respecting individual abilities (differences) of children for their complete and optimal development in the educational process in kindergarten, we studied the attitudes of preschool education students of the first and second cycle of the university study in three countries (Bosnia and Herzegovina, Croatia and the Republic of Slovenia) about that issue. The aim of this quantitative cross-sectional design study was to investigate students' attitudes towards the factors of recognition and respecting individual abilities (differences) of preschool children in the educational process. Relevant data were collected using the scaling technique with respect for ethical principles. Factor analysis of the obtained data identified two factors that indicate the students' point of view: recognition and respecting children's non-cognitive abilities (differences) and recognition and respecting children's cognitive abilities (differences) and a statistically significant difference was found between the factors in favor of the second factor.
The development of learning models needs to be done every time by taking into account the performance of students and technological developments. The purpose of this study is to describe the feasibility of product development of learning models for counting in elementary schools (SD) based on motor skills. The type of research is Research and Development using the ADDIE development model. The study population was fourth grade students in Karanganyar district, Central Java. Data collection through: limited trial, feasibility trial and hypothesis testing. The results of the study were limited tests obtained the number of scores obtained from teachers and students, namely 239 over the range 194.25≤x, so it can be concluded that the score is in the very feasible category; the feasibility test of the test results increased from 61.25 to 89.50; hypothesis testing obtained t count (19. 305) > t table (1.72913); experimental group hypothesis test t value (23.399) > t table (1.711) and control group t value (16.593) > t table (1.714), this shows that the learning model developed is feasible to be applied to mathematics learning. The conclusion of the research is that the development of a learning model for counting in elementary schools based on motor skills is categorized as feasible to be applied in learning mathematics.
ResearchGate has not been able to resolve any references for this publication.