This study was undertaken to identify the relationship between multiple intelligences with preferred science teaching and science process skills. The design of the study is a survey using three questionnaires reported in the literature: Multiple Intelligences Questionnaire, Preferred Science Teaching Questionnaire and Science Process Skills Questionnaire. The study selected 300 primary school students from five (5) primary schools in Penang, Malaysia. The findings showed a relationship between kinesthetic, logical-mathematical, visual-spatial and naturalistic intelligences with the preferred science teaching. In addition there was a correlation between kinesthetic and visual-spatial intelligences with science process skills, implying that multiple intelligences are related to science learning.
Pembelajaran sains secara tidak formal telah dijalankan melalui Program Makmal Sains Bergerak. Program ini merupakan program kemasyarakatan yang dijalankan oleh pensyarah dari Pusat Pengajian Ilmu Pendidikan (PPIP) di Universiti Sains Malaysia (USM) dan dibantu oleh pelajar dan staf sebagai fasilitator. Program ini mengandungi 12 stesen mini yang boleh diwujudkan di kawasan sekolah atau di dewan sekolah. Teori Kecerdasan Pelbagai (KP) telah dimasukkan ke dalam aktiviti pembelajaran sains tidak formal Program Makmal Sains Bergerak. Kajian ini telah dijalankan untuk menilai keberkesanan menggabungkan teori KP ke dalam pembelajaran sains tidak formal menggunakan Model Rasch terhadap terhadap 300 orang pelajar sekolah rendah di Pulau Pinang, Malaysia, yang telah terlibat dalam program ini. Hasil kajian menunjukkan bahawa keseronokan dan minat pelajar terhadap sains selepas mendapat pengalaman pembelajaran sains tidak formal melalui Program Makmal Sains Bergerak telah meningkat. Keputusan juga menunjukkan peningkatan dalam Program Makmal Sains Bergerak perlu dilakukan dari perspektif pembelajaran. Kajian ini menunjukkan bahawa Program Makmal Sains Bergerak adalah program pendidikan yang berjaya dalam suasana tidak formal dan teori KP adalah berkesan apabila digabungkan dengan pembelajaran sains tidak formal dalam Program Makmal Sains Bergerak. Informal Science Learning was conducted through the Mobile Science Lab Program. The program is a community program conducted by lecturers from the School of Educational Studies (SES) at Universiti Sains Malaysia (USM) and supported by students and members of staff as facilitators. The program contains 12 mini stations that could be set up in the school ground or in the school hall. Multiple Intelligences (MI) theory was incorporated into informal science learning activities of Mobile Science Lab Program. This study was carried out to evaluate the eff ectiveness of incorporating MI theory into informal science learning using the Rasch Model with 300 primary school students of Penang, Malaysia, who involved in this program. Results showed that students’ excitement and interest toward science after experiencing informal science learning through the Mobile Science Lab Program had increased. Results also showed that improvements in the Mobile Science Lab Program need to be made from the learning prespective. This study showed that Mobile Science Lab Program is a successful educational program in informal setting and MI theory is eff ective when incorporate with informal science learning in the Mobile Science Lab Program.
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