Multiple Intelligences Theory: A Framework for Personalizing Science Curricula

Abstract

This case study reports on the experiences of a high school science teacher, Dave, as he explored multiple intelligences (MI) theory within the context of an action research group. The theory was used as a framework to make decisions about how he would structure learning experiences for his grade nine students in a science unit on space and astronomy. Through participation in the project, Dave believed he was able to offer his students a more student‐centered, engaging science curriculum that catered to individual learning needs. Thus, the case provides insight into the nature of MI theory and how the framework of MI theory can be used to make science accessible to students and to assist them in achieving high levels of scientific literacy.

The Relationship between Multiple Intelligences with Preferred Science Teaching and Science Process Skills

“…This illustrates that not all teaching practices are considered effective from the perspective of a teacher pedagogy that is congruent with the desired or preferred teaching by students. Goodnaugh (2001) stated that the learning environment is not likely to weaken the orientation of students' motivation. The ability of students who are not dominating orientation-introduced-intelligence led to learning sessions that were a chore.…”

“…The act opened more branches of evaluation in addition to evaluation or assessment only oriented towards verbal-linguistic and logical -mathematical intelligences (Goodnaugh, 2001). Sarrazine (2005) described the present education system largely dependent on linguistic and logical -mathematical intelligences, i.e.…”

Engaging ESP Students with Brain-Based Learning for Improved Listening Skills, Vocabulary Retention and Motivation

“…Teaching English as a foreign language is a part of the educational process which was affected fundamentally by the scientific, technological and the cultural advancements reflected in every field of our daily life. Students have varied abilities, expectations, motivation level, knowledge and different learning styles.The change from teacher-centered to student-centered approach to learning means changing the teacher's role from being a lecturer or director to be just a facilitator leaving a scope for students to be initiative (Goodnough, 2001;Kallenback & Viens, 2002;Haley, 2004;Scapens, 2007).…”

Assessment for Learning Within and Beyond the Classroom

“…Gardner defines intelligence as 'the capacity to solve problems or to fashion products that are valued in one or more cultural setting". The theory is based on the philosophy that people are intelligent in different areas and every individual has a combination of a few intelligences (Goodnough 2001). The theory is based on the philosophy that people are intelligent in different areas and every individual has a combination of a few intelligences (Goodnough 2001).…”

“…Hence, educators should broaden their instructional and assessment strategies to draw on many intelligence (Goodnough 2001). Students who are weak in either of these intelligences are usually disadvantaged in class.…”