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A Ghanaian Study on Multiple Intelligences of Pre-Service Science Teachers in Selected Colleges of Education
Abstract
The Multiple Intelligence (MI) Theory has been recognised for its significance in education. This study aimed to provide a detailed examination of each intelligence and illustrate how different MIs work. The current study seeks to discover and link pre-service science teachers' numerous intellectual domains and learning style profiles. The survey method was used for the study, which included 150 pre-service science teachers. The “multiple intelligence domains inventory for educators” was utilised to collect data for the study. According to the findings, the use of MIs in science teaching is rarely mentioned, with the features of each intelligence in the context of the various science teaching methodologies. Further, the results indicated that the intelligences mentioned by Gardner could be found in the pre-service teachers in beginning their teaching. Logical-Mathematics was highly advanced among pre-service science teachers with the musical intelligence being the lowest. Gender differences were also found to exist between males and females in only two of the eight MIs, specifically, Logical-Mathematics and Visual-Spatial, which was also significant.
Understanding and handling diversity, as well as inclusion, are critical in ensuring effective teaching and learning, especially in the mathematics classroom, where students have varied abilities. Despite the growing research in inclusive education, little is known about how mathematics teachers in the Ghanaian context understand the theory of multiple intelligences (MIs), leaving a gap in how this theory can be applied in the classroom to improve practice and inclusion. In this study, the authors explored Ghanaian mathematics teachers’ conceptions of the theory of MIs using a basic qualitative method design. 12 senior high school mathematics teachers in one municipality of Ghana were engaged through questionnaires and semi-structured interviews, including field notes, to provide information on their conceptions of the theory of MIs. Thematic analysis revealed that mathematics teachers conceived the theory of MIs as a theory of different styles for learning, multiple teaching strategies, and a theory for catering to diverse student needs. The findings highlight the need for professional development and teacher training curriculum development to enhance teachers' understanding of the theory of MIs to improve their practice and handling of inclusiveness and diversity in the classroom.
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