Science topic

Multiple Intelligences - Science topic

Multiple Intelligences theory is very important to be addressed to develop creativity in any person, more so in a child.
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Does anyone know up to date research on how Kolb's learning theory vs. Neil Fleming's theory {VARK} work in tandem with Gardner's Multiple Intelligences ? I am more interested in how the MI theory correlates with Learning Styles of students. In that way teachers can develop lessons tailored to a student's (child's) learning style. I found the attached, but need more evidence. Thanks!
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Kevin and Mariappan,
Thank you for responding. What peer reviewed evidence can you offer that demonstrates learning styles by Kolb and Fleming are debunked; in addition to Howard Gardner's Multiple Intelligences? Finally how do you think we learn? Are there any theorists or theories you can offer based upon peer reviews ? Again, thank you and I look forward to this healthy dialogue.
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How can Gardners' theory of Multiple Intelligence (MI) be used in tailoring e-assessments given that online teaching in its various categories, have come to stay and facilitators have to ensure there is a "human face" while teaching online?
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I think that's why we need varied ways of assessment which can be done in the online environment. Authentic assessment has so many strategies that can span the multiple intelligences.............journals, video creation, making artefacts etc.
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A practical and scientific comparison between these scales.
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Tirri, K., Nokelainen, P., & Komulainen, E. (2013). Multiple intelligences: Can they be measured?. Psychological Test and Assessment Modeling, 55(4), 438.
Hope it will help
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The present research paper aims to discuss one of the problematic issues in general and mental measurement particularly. By reviewing the psychological and educational literature, it is observed that researchers who investigated multiple intelligences depended upon on the instruments of self-report, whether in the preparation of measurements of multiple intelligences or in measuring them as well as in the preparation of multiple intelligences batteries.
Thus, the question is that: can self-report instruments be replaced as an alternative to maximum performance tests in the measurement of multiple intelligences? Due to the importance of mental measurement and measuring tools, and the continuous efforts in this area, the researcher discussed this problem in three axes; the first concerns the mental measurement in terms of its definition, objectives, importance, tools of measurement and the basis of classification, the second tackles self-report in terms of its definition, problems related to self-report instruments, and the extent to which self-report instruments can be used as an alternative to maximum performance tests in measuring intelligence and mental abilities.
The present research aimed to examine the validity of self-report instruments in measuring multiple iintelligences. Mckenzie's inventory was used as a model for those instruments., through exploring the factorial structure of the multiple intelligences inventory, identifying their concurrent validity through identifying the significance of the correlation between the students' self-reported scores on Mckenzie's Multiple Iintelligences Iinventory and their performance on Maximum Performance Tests, identifying the possibility of predicting their academic achievement through Multiple intelligences and finally identifying the possibility of discriminating validity of multiple intelligences inventory through exploring the multiple intelligences discrimination between high and low achievers in Math and Arabic. The researcher translated Mckenzie's Multiple intelligences inventory into Arabic and depended on the National Battery of Cognitive and Social Emotional Intelligence.
Findings revealed that the factorial structure of the multiple intelligence scale Fit the current research data. There was no statistically significant correlation between students' scores on Mckenzie's Multiple intelligences inventory and their language ability test. There was no statistically significant correlation between self-reported social intelligence and social emotional situational intelligence tests; while there was a weak statistically significant correlation between students' scores on mathematical intelligence and numerical ability tests, and also spatial intelligence and spatial ability tests. In addition, the findings also showed that the achievement in Arabic can be predicted only through natural and musical intelligences. Only natural intelligence predicts mathematics, and multiple intelligences do not discriminate between high and low achievers in mathematics, nor do they discriminate between high and low achievers in Arabic except natural and bodily- kinesthetic intelligences.
Key words:
multiple intelligence, self- report, typical performance, maximum performance. academic achievement.
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I raccomaded you an article: Multiple intelligences and minds for the future in a child's education - present on my reserchgate.net. I hope that it will be interesting for you. Zbigniew
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I noticed through my readings of researchs and studies in the measurement of the level of multiple intelligences in mathematics that some of them used the Huard Gardner scale for multiple intelligences and others used tests that include mathematical vertebrae. I am Asking from ayone who has information about this . Thanks
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Thank you very much Yana Nikolaenko .
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multiple intelligence is so useful for student but we did not have information about it
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The Theory of Multiple Intelligences
In 1983, Howard Gardner proposed the Theory of Multiple Intelligences (MI), though he has continued to revise his theory over the years. He felt the traditional concept of intelligence was incomplete and instead proposed a variety of different types of intelligence, such as:
1) Linguistic
2) Logical-mathematical
3) Bodily-kinesthetic
4) Visual-spatial
5) Musical
6) Interpersonal
7) Intrapersonal
8) Naturalistic
Best Regards Filali Latreche
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There are several types of martial arts that have a long tradition in their teaching, but perhaps it has only been limited to its biomechanical component. The theory of multiple intelligences can give us a broader vision of this human expression. The martial art known as Kalaripayattu can give us many lights on this particular subject
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Hello Luis,
I am a martial artist for the past 35 years, have lived in 7 different countries and run a Undergraduate Combat sports coaching degree. That said, the question you pose is very open to interpretation.
I would start with understanding the position of trait or state / fixed or fluid personality. To understand any debate focused on psychology the starting point most likely will fall on the concept of trait (fixed) or state (fluid) personality types.
Next I look at your suggestion that the biomechanics of a martial art has an influence on multiple personality. While this is an interesting suggestion I am not sure that it holds much credence in its current state.
If we consider that martial arts has a number of predominant movements and classify them into: grappling/throwing, striking and both then it is possible to examine that question. I am leaving out martial arts which focus entirely on weapons as they fall into their own mechanics which are mostly different to each weapon (swords, archery, single hand and double hand weapons, throwing weapons and in some cases weapons that need gunpowder). Having taught wrestling and karate I can attest to the fact that I have had wrestlers who are better suited to do striking arts and visa versa. However, I have never found any research which supports this possibility. To my knowledge there is no correlation between a specific martial art and multiple intelligence.
Finally, I wonder why you have chosen Kalaripayattu as a focus art? Certainly, you are a practitioner? This would lead to bias. My experience with Martial Arts is that it is not the Martial Arts its self but rather the instructor that creates an environment which allows students to develop. This development is not synonymous with the development of multiple intelligence.
Now if you are talking about using multiple intelligence to classify students (much like education) then I ask, "To what extent?" A student often picks a martial art because of convenience (proximity and cost) and/or previous family members/friends experiences. I am not sure if you take the trait approach to multiple intelligence what good that knowledge would do?
In concluding it is interesting to think that the type of martial art might have an effect on personality but my personal position is that personality has some fixed components but is also somewhat fluid. Moreover, as I mentioned above the instructor has the largest influence on the student - the martial art is simply a tool to deliver the development (physical and mental) from the instructor to the student.
Kind Regards
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The theory of multiple intelligence explains that there are different types of intelligences: mathematical, logical, intrapersonal, kinesthetic and others. Can these skills be studied in people in such specific careers as medicine, nursing and rescue personnel ?.
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Hello,
This makes sense throughout career pathways in general, so when you think about it, the different aspects of these health sector roles require people with different types of intelligence (and those with suitable attributes are more likely to enter and remain in professions suited to their type of intelligence?):
This identifies nurses as requiring interpersonal skills while pharmacists and physicians are identified as using logical-mathematical intelligence modalities.
I found this about nurse leadership that was quite interesting:
Parvari, A. W., Strider, S. H., Burchell, J. M., & Ready, J. (2017). Selection and Promotion of Nursing Leaders Based on Multiple Intelligences. Human Resource Management Research, 7(1), 1-16.
In comparing their results, they cited (among others) this paper:
Wilson, S. D., & Mujtaba, B. G. (2007). The relationship between multiple intelligences, culture and diversity. International Business and Economics Research Journal, 6(8), 9.
Very best wishes,
Mary
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At school we work towards developing our students´multiple intelligences but I have the feeling that when it comes to assessing our students´performance in English we end up focusing on only some of them. I wonder what a more comprehensive assessment of multiple intellingences would be like.
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good website
Multiple Assessments for Multiple Intelligence
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Looking at the principles of intelligences, and the structure of Ghana's educational system, one will ask how can we as teachers will be accurate in assessing a child's intelligence?
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Adrian, very good response.
It has always seemed to me that IQs tend to reflect a certain kind of intelligence, one that develops through reading for example, and reflects also a certain class. Too often also it is an end in itself rather than predicting future achievement.
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What about errors o Disadvantages of self reports in measuring ability, or multiple intelligences, desirability, bias, could you help me ,please?i want to alot of study about Self reports Disadvantages in measuring abilities, or multiple intelligences, because i am research this point ,i hope to help me.
i want some prof from russia, or other, i want to recognize them
Best regards
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thanks a lot for you
 
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Multiple Intelligences highly affect how students learn a specific subject to help their understanding. I think it will also give a characteristic on teachers' teaching style.
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I will check it further, Prof. It could also depend on what subject student learnt, the learning media used, and so on. If students' character and learning style based on MI could help them gaining better achivement, it seems the teachers will do so to continously improve their skills. I am curious about how teachers keep improving their skill while teaching related to this theory.
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Is it possible to measure 'Multiple intelligences' through self reports?
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It's me again. I forget to attach the file I mentioned in my previous answer . I truly apologize for that. Here it goes.
All the best,
Oralndo
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Can anyone suggest a classroom activities in science that will create huge efficacy on developing the learners' Multiple intelligence simultaneously?
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Muhammad Shoaib Ahmedani opinion is coincident with my own.
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I'm writing a paper about the multiple intelligences and I'm interested in finding the different links they have between each other but wasn't able to find anything. 
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Multiple intelligences theory?
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Dear Jae,
thanks for your answer. First, again to Rindermann. My criticism on Rindermann focused on methodological aspects. Countries as units of analysis my lead to results different from those obtained with individuals as units of analysis. Nevertheless I would say that PISA and TIMSS results are dependent on culture.
But now to your question. Here my comment to Sternberg’s contribution. I agree with Sternberg’s third interpretation concerning the relationship between ability and achievement tests saying “that both ability and achievement tests measure roughly the same thing, but both are dependent on some third factor or set of factors” (p. 754). In contrast to Sternberg, I would like to introduce the distinction between “fluid” and “crystallized” intelligence (originally suggested by Cattell). Crystallized intelligence is highly dependent on culture (especially schooling) whereas fluid intelligence is relatively independent of culture. However, we cannot validly measure fluid intelligence, we always must use culture-dependent tools. This is best demonstrated by the so-called Flynn-effect. I would not rule out that schooling may lead to an increase even of fluid intelligence (in agreement with Sternberg) but I think, at present, we do not have appropriate tools to validly measure this. 
Best regards, Hede
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Hi guys!  I will conduct a research about the effect of gamification to the type of multiple intelligence. I am just curious if this aspect of education was already studied. 
(journals, researches, publications, etc)
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I have a concern about the question you posed - while multiple intelligence theory is widely popular, it simply lacks empirical support. For that reason, I suspect is has not (nor will in the future) be studied. See, for example, http://www.faculty.mun.ca/cmattatall/Multiple_Intelligences_.pdf but some additional literature searches will yield a lot more about problems with MI.
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Which intelligence tests or batteries can be used to measure logical mathematical intelligence of youngs and adults?
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Abdullah
The cognitive psicologist Phil Johnson-Laird and Ruth Byrne have extensively work on this area they are experimental and cognitive psychologist in their works you will find battery test to measure logic development, capacity or logical performance of youngs and adults, specially:
Johnson-Laird, P.N., Byrne, R.M.J., and Schaeken, W. (1992). Propositional reasoning by model. Psychological Review, 99, 418-439.
Johnson-Laird, P.N. and Byrne, R.M.J. (1993). Mental models or formal rules? Behavioral and Brain Sciences, 16, 368-380.
Johnson-Laird, P.N., and Byrne, R.M.J. (1996). Mental models and syllogisms. Behavioral and Brain Sciences, 19, 543 – 546.
you can download these and others more recent publications at the following sites:
Please feel free to let me know your work.
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Does anyone know whether there is some scale used for multiple Intelligence? And is it officially validated by those responsible of the theory of multiple Intelligence? Any instruments with a reliable construct?
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But maybe you have already all that in mind or it is not in conflict with your research purpose. Then you may find useful hints in the first and last publication I listed above.