The Position of a Curriculum based on the Multiple Intelligences in the Textbooks of the First Grade of Primary School based on the Components of Multiple Intelligences

Abstract

Background and Purpose: A valid curriculum must be based on the accurate understanding of the psychological dimensions of human beings. One of the most important mental aspects closely related to learning process and curriculum is the concept of intelligence. The concept of intelligence has evolved from a single concept to a multidimensional one with many forms. In this regard, Gardner's theory of multiple intelligences (2011) has established new conditions for understanding human intelligence and creating strong perspectives in the process of education and has significant functions in education. This study aimed to determine the position of multiple intelligences in the curriculum of the first grade of primary school. Method: The methodology of this research was descriptive content analysis using the method of Shannon's Entropy (1984) which has a new view on the quantitative data process. Based on this method, known as the compensatory model, the content of the first grade textbooks was examined based on 9 principal components and 55 sub-components of multiple intelligences. The statistical population of this study included all textbooks of the first grade of primary school (4 books), all of which, as a census, were selected as the study sample. A researcher-made checklist based on multiple intelligence components (Gardner, 2011 & Flithem, 2014) was used as the study tool. Results: The results of content analysis based on the Shannon Entropy method showed that logical mathematical intelligence with 573 items had the maximum frequency while musical intelligence with no item had the minimum frequency among the components. The coefficient of significance was 0.127 for logical mathematical intelligence and 0 for musical intelligence. Conclusion: Little or no attention was paid to some components of multiple intelligences in the textbooks of the first grade. However, multiple intelligences are important factors in learning progress. Accurate design and implementation of the curriculums in the form of multiple intelligences can make the individual differences to be noticed and can prevent the academic failure of the students.

Requirements of a Multicultural Curriculum in Primary Education: Explaining the Features on the Basis of a Combined Approach

“…Categories of cultural pluralism acceptance include familiarity with the evolution of cultures, culture recognition and promotion, strengthening the power of cultures, as well as familiarity with ethnic cultural literature (2). Peaceful coexistence categories include improved intercultural relations, openmindedness, and admitting unity despite plurality (9)(10). The features of respect for divine religions in the multicultural curriculum are subcategorized as follows: familiarity with monotheistic religions' teachings and respect for the inherent dignity of human beings (39).…”

“…In addition to emphasizing the necessity of multicultural themes in the curriculum, literature also confirms the gap in the current education system (25)(26)(27)(28)(29). As prior studies verified the existence of a separate subject-oriented curriculum in the primary education and with respect to the lack of a conceptual model underlying multicultural curriculum framework, the research gaps are demonstrated (9,14). In this regard, the purpose of the present research is to explain the requirements of a multicultural curriculum based on primary education objectives.…”