Identifying young gifted children and cultivating problem solving abilities and multiple intelligences

Kuo, Ching Chih; Maker, June; Su, Fang Liu; Hu, Chun

doi:10.1016/j.lindif.2010.05.005

Cited by 49 publications

(58 citation statements)

References 18 publications

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“…At this point, the results of the study also show consistency with those that were not included in the analysis. The excluded studies can be listed as follows: the MA theses on a national level (Çakan, 2006;Moradaoğlu, 2006;Taşezen, 2005;Türkuzan, 2004); PhD dissertation (Bümen, 2001); articles (Azar, Presley, & Balkaya, 2006); conference/congress (Kıray & Göktaylar, 2004), and a variety of studies on an international level (Kuo, Maker, Su, & Hu, 2010;Sulaiman, Abdurahman, & Rahim, 2010;Zhao, Zhang, & Vance, 2013). For this reason, the results for the meta-analytic study concerning students' academic achievement can be said to be quite consistent with the related literature.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Under these circumstances, Gardner posited that intelligence was multifaceted, taking into account the fact that each human had definite intelligence/s, similar to having a definite personality (Gardner, 1998). Thus, it can be said that students learn an issue via different means, different intelligence areas and different senses, and in different circumstances through MIT (Kuo, Maker, Su, & Hu, 2010;Maddox, 2002). In the research carried out in this study, the success rates of schools where all teachers used MIT in six different education levels were used.…”

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confidence: 99%

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The Effect of Multiple Intelligences on Academic Achievement: A Meta-Analytic and Thematic Study

2017

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Citation: Batdı, V. (2017). The effect of multiple intelligences on academic achievement: A meta-analytic and thematic study. AbstractIn this study, the effect of multiple intelligence theory (MIT) on the academic achievement was examined in the context of a multi-complementary approach (McA). It aimed to reach pre-complementary information by using meta-analytical and thematic examinations based on document analysis in the first stage of McA, which consists of using different analysis programs and of three basic stages. 63 studies examining the effect of the MIT were selected for meta-analytical research. Comprehensive Meta-Analysis and MetaWin programs were used for data analysis. In order to support the meta-analysis, a qualitative dimension including a detailed examination of the thematic aspects of the data was added to the first stage. The data was analyzed via the QSR-Nvivo-8.0 program in accordance with the case study design. In the second stage of the McA, an experimental dimension and the thematic analysis based on students' views were conducted. The working group was selected from 12th grade high school students and the data obtained from them was considered to be post-complementary information. The process of combining the data in two stages was done in order to reach complementary information in the synthesis stage. The McA is expected to contribute to the extent and reliability of the research.

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Section: Conclusion and Discussionmentioning

confidence: 99%

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confidence: 99%

The Effect of Multiple Intelligences on Academic Achievement: A Meta-Analytic and Thematic Study

2017

EDUC SCI-THEOR PRACT

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“…Thus, the MI theory has generated great expectations among psychologists and educators across the globe and applications of MI theory in the field of high ability have grown exponentially during last decades. MI theory has been used as a framework for the identification (Hernández-Torrano, Prieto, Ferrándiz, Bermejo, & Sáinz, 2013;Kuo, Maker, Su, & Hu, 2010;Llor et al, 2012;Maker, 2005) and education of high-ability students (Callahan, Tomlinson, Moon, Tomchin, & Plucker, 1995;Carpintero, Cabezas, & Sánchez, 2009;Maker, Nielson, & Rogers, 1994) in different countries.…”

Section: Introductionmentioning

confidence: 99%

La teoría de las inteligencias múltiples en la identificación de alum-nos de altas habilidades (superdotación y talento).

et al. 2014

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Título: La teoría de las inteligencias múltiples en la identificación de alumnos de altas habilidades (superdotación y talento). Resumen: Este trabajo ofrece una propuesta para implementar la teoría de las inteligencias múltiples (IM) en la identificación de alumnos de altas habilidades en Educación Secundaria. Para ello se analizó la estructura interna de tres escalas para la evaluación de las IM destinadas a alumnos, padres y profesores en una muestra de 566 alumnos nominados con altas habilidades de edades comprendidas entre los 11 y los 18 años (M = 14.85, DT = 1.08). Los resultados indicaron perfiles intelectuales diferenciados dependiendo del informante estimando las IM de los alumnos. Este estudio proporcionó evidencia de la existencia de dos componentes que permiten analizar la competencia cognitiva de los alumnos más allá de las dimensiones generalmente valoradas en la escuela: un componente académico que engloba las inteligencias lingüística, lógico-matemática, naturalista y visoespacial; y un componente no académico que comprende las inteligencias corporal, musical y social. Finalmente, se discute la utilidad de las escalas de IM para identificar alumnos de altas habilidades en educación secundaria. Palabras clave: Inteligencias múltiples; alta habilidad; identificación; educación secundaria. Abstract:This study provides a framework to implement the theory of multiple intelligences (MI) in the identification of high-ability students in secondary education. The internal structure of three scales to assess students' MI (students, parents and teachers' ratings) was analyzed in a sample of 566 students nominated as gifted by their teachers. Participants aged 11 to 16 years (M = 14.85, SD = 1.08). The results indicated differentiated intellectual profiles depending on the informant estimating students' MI. This study provided evidence for two components that allow us to analyze the cognitive competence of high-ability students beyond the areas commonly assessed at school: an academic component composed by the linguistic, logical-mathematical, naturalistic, and visual-spatial intelligences; and a non-academic component statistically loaded by the bodilykinesthetic, musical and social intelligences. Convergence of the two components in the three scales was evidenced; and correlations between these components and students' objective performance on a psychometric intelligence test were found to be low. Finally, the utility of the MI scales to identify high-ability students in secondary education is discussed.

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“…Parents have a particular ability to identify facets of giftedness, such as creativity, high concentration in an area of interest, curiosity, early reading ability, persistence, vocabulary fluency and high content knowledge, extraordinary sense of humor, unusual ability to establish abstract relationships in learning, or accurate perception (Sankar-DeLeeuw, 1999;Schader, 2009). In schoolaged children, learning behaviors and academic results are indisputable elements for assessment (Almeida, Oliveira, Silva, & Oliveira, 2000;Van Tassel-Baska et al, 2007), even if these results are influenced by the student's sociocultural background and adaptive behaviors in the classroom (Davis et al, 2011;Kuo, Maker, Su, & Hu, 2010;Rizza & Morrison, 2003).…”

Section: Final Considerationsmentioning

confidence: 99%

Retos en la Identificación de los Alumnos Superdotados: cuestiones relacionadas con la Evaluación Psicológica

et al. 2016

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Título: Retos en la Identificación de los Alumnos Superdotados: Cuestiones relacionadas con la Evaluación Psicológica. Resumen: Este artículo analiza los temas relacionados con la identificación de los estudiantes superdotados y recoge algunas recomendaciones especí-ficas sobre medidas educativas, con el fin de responder a la diversidad de estos estudiantes. Se plantean las dificultades más comunes relacionadas con la evaluación psicológica de estos estudiantes, entre ellas la falta de instrumentos adecuados para la evaluación de las múltiples dimensiones de la superdotación y el talento, así como, la falta de formación que tienen los profesionales para esta identificación. Con respecto a estas dificultades, se describen algunos procedimientos de evaluación con el fin de asegurar mayores niveles de objetividad y validez de los datos, lo que reduce la posibilidad de falsos positivos y falsos negativos en la identificación de estos estudiantes. Además de las pruebas psicológicas, se presentan las ventajas del uso de diferentes fuentes de información y la contribución de los distintos profesionales y padres para esta evaluación. Por otro lado, es importante llevar a cabo la evaluación de los estudiantes superdotados por fases, incluyendo una fase de evaluación inicial (screening), seguida de la fase de diagnóstico o identificación; y la fase final, orientada a atender a la diversidad de estos estudiantes. Por último, se presentan algunas sugerencias para el avance en la identificación y evaluación de la superdotación, como un medio para apoyar el desarrollo de la investigación en este área. Palabras clave: superdotación, altas habilidades, talentos, evaluación, identificación.Abstract: This paper discusses issues related to the assessment of children and youth for the identification of giftedness, and presents specific recommendations for educational measures in order to attend to the particular characteristics and needs of these students. We outline the most common difficulties related to the psychological assessment of these children, including the lack of adequate instruments for the assessment of the multiple dimensions of giftedness, as well as the shortage of training for this identification. Regarding these difficulties, we describe some assessment procedures that assure higher levels of objectivity and validity in data, reducing the possibility of false positives and false negatives in the identification of these students. In addition to psychological tests, we present the advantages of using multiple informants and the contribution of different professionals and parents for this assessment. On the other hand, as we present giftedness as a result of a developmental process, it is important to conduct students' assessment in phases, including an initial screening phase, followed by the sound assessment of students and nurturing. Finally, we present some suggestions for the advancement in giftedness identification and assessment, as a means to support the development of research in this area.

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Identifying young gifted children and cultivating problem solving abilities and multiple intelligences

Cited by 49 publications

References 18 publications

The Effect of Multiple Intelligences on Academic Achievement: A Meta-Analytic and Thematic Study

The Effect of Multiple Intelligences on Academic Achievement: A Meta-Analytic and Thematic Study

La teoría de las inteligencias múltiples en la identificación de alum-nos de altas habilidades (superdotación y talento).

Retos en la Identificación de los Alumnos Superdotados: cuestiones relacionadas con la Evaluación Psicológica

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