A Study on the Stepwise Lesson Plan and Learning Models using the Multiple Intelligence Theory in Korean Language Education

The notion of “multiple intelligences” (MI) was established by Howard Gardner, a psychologist from the United States, during the latter part of the 1970s and the early part of the 1980s. Gardner introduced the concept of MI in his 1983 publication titled Frames of Mind: The Theory of Multiple Intelligences, positing that individuals possess unique cognitive abilities across eight discrete domains. As per the theory, there exist nine discrete categories of intelligence, such as logical-mathematical, visual-spatial, musical-rhythmic, verbal-linguistic, bodily-kinesthetic, intrapersonal, interpersonal, existential, and naturalistic. Individuals construct their distinct cognitive frameworks by engaging in activities that are highly valued within their respective cultural contexts. The present article furnishes a comprehensive outline of the rationales and plausible scenarios for deliberating MI theory with pre-service educators during their teacher training. This study examines the significance of Universal Design for Learning (UDL) and comparable models in the context of teacher training, taking into account the distinctions between the semantic theoretical foundations of intelligence in Multiple Intelligences (MI) theory and learning styles theory.

Interpersonal Intelligence is an individual's ability and skill to create, build, and maintain social relationships. In the context of Islamic Religious Education (PAI) courses, students' interpersonal intelligence has not yet developed adequately. This is evidenced by instances where students exhibit a lack of mutual respect for others' opinions during the learning process, passive participation, hesitation to express their views in front of others, shyness, predominance of more capable students during the learning process, lack of cooperation among group members, and insufficient stimuli encouraging students to express their opinions. The Group Investigation type of cooperative learning model involves students throughout the learning process, which can significantly enhance their interpersonal intelligence. This study aims to describe: (1) the profile of students' interpersonal intelligence in Islamic Religious Education (PAI) learning, (2) the application of the Group Investigation cooperative learning model in PAI courses for the 11th-grade students at SMAS Asshiddiqiyah, and (3) the effect of the Group Investigation cooperative learning model on the interpersonal intelligence of students in PAI courses for the 11th-grade students at SMAS Asshiddiqiyah. This research employs a descriptive correlational quantitative method. Data collection techniques include observation, questionnaires distributed to 23 respondents, interviews, and documentation studies. Data processing was conducted through statistical data analysis. The findings indicate that the application of the Group Investigation cooperative learning model scored an average of 4.30, which falls within the 4.01-5.00 interval, categorized as very good. Additionally, the improvement in students' interpersonal intelligence in PAI courses scored an average of 4.14 and 4.30, both falling within the 4.01-5.00 interval, also categorized as very good. Statistical tests reveal that the implementation of the Group Investigation cooperative learning model accounts for 65.61% of the improvement in students' interpersonal intelligence, aligning with the functions and objectives of Islamic Religious Education, while 34.39% is influenced by other factors not included in this study. Keywords: Cooperative Learning Model, Group Investigation Type, Interpersonal Intelligence, Islamic Religious Education.

We argue that Gardner’s theory of multiple intelligences is surprisingly analogous to the theory of intelligence implied in the ancient Chinese educational program of the ‘Six Arts’, even though there are also important differences between them. Although we regard components of intellectual structure as multiple, our theory of intelligence is also different from Gardner’s. In this paper we (1) compare Gardner’s theory of multiple intelligences and the theory of intelligence implied in the Six Arts education of ancient China, and (2) analyze Lin Chongde’s theory of intelligence and his perspective that the components of intellectual structure are diverse.

The current research intends to investigate the different effect of each categories of learning model, students interpersonal intelligence and their interaction towards students mathematics learning achievement on the subject of plane geometry. The research was quasi experimental with 3A—3 factorial design. The population was all students of grade VIII State Junior High School in Madiun City on the second semester of 2013/2014 academic years. Sampling was done by stratified cluster random sampling technique. The sample of this research consisted of the students of SMP N 3 Madiun, SMPN 7 Madiun, and SMPN 10 Madiun. The sample consisted of 260 students. The hypothesis test used unbalanced two ways analysis of variance at the significance level of 0,05. Based on hypothesis test, it can be concluded that: (1) the cooperative learning model of Jigsaw type gives a better mathematics achievement than cooperative learning model of NHT type and direct learning model, and the cooperative learning model of NHT type gives a better mathematics achievement than direct learning model; (2) students with the high interpersonal intelligence had the same achievement as students with the medium interpersonal intelligence, students with the high interpersonal intelligence had better achievement than students with the low interpersonal intelligence and the students with the medium interpersonal intelligence had the same achievement as students with the low interpersonal intelligence; (3) on the cooperative learning model of Jigsaw type, NHT type and direct learning model, students with the high interpersonal intelligence had the same achievement as students with the medium interpersonal intelligence, students with the high interpersonal intelligence had better achievement than students with the low interpersonal intelligence and the students with the medium interpersonal intelligence had the same achievement as students with the low interpersonal intelligence; and (4) on students interpersonal intelligence high, medium and low, the cooperative learning model of Jigsaw type gives a better mathematics achievement than cooperative learning model of NHT type and direct learning model, and the cooperative learning model of NHT type gives a better mathematics achievement than direct learning model. Â DOI: http://dx.doi.org/10.22342/jpm.11.1.3948.15-28

An attempt is made to demonstrate if not the dispensability of Gardner’s (1983) theory of multiple intelligences, at least that it is not foundational, to understanding what motivated Picasso’s creative development. Gardner used the theory of multiple intelligences to account for the extraordinariness of various figures, including Picasso, who is supposed to illustrate bodily ability and low scholastic aptitude. The theory of multiple intelligences, however, is undetermined by the facts of Picasso’s life. After interpreting Picasso in terms of his interpersonal relations, generic problems with the theory of multiple intelligences are reviewed, and the benefits of assuming a single one are propounded. It is argued that the case of Picasso illustrates the social cognitive and interpersonal dimensions of thinking as such.

The current study aimed to identify the reality of the education process at the University of Najran in light of the theory of multiple intelligences among faculty members by analyzing aspects of the education process according to the theory of multiple intelligences, and a questionnaire was used to assess aspects of the education process, The study sample consisted of (480) faculty members, and the results of the study showed that the faculty members evaluation of the reality of the learning process at Najran University was moderate, and the results showed that there were no statistically significant differences in the reality of the educational process at the University of Najran in light of the theory of multiple intelligences according to the gender variable. The results also found that there were statistically significant differences in the reality of the educational process at the University of Najran in light of the theory of multiple intelligences according to the variable of the type of college in favor of the practical colleges, and a vision for the development of the education process at Najran University was also developed in light of the theory of multiple intelligences, The study recommended the need to take into account the individual differences between students in their multiple intelligences, and the necessity to encourage students to discover their multiple intelligences, which helps the teacher to define appropriate teaching methods and strategies and educational activities, and to adopt new evaluation methods based on assessing the multiple aspects of intelligence.

Multiple intelligences (MI) theory (Gardner, 1983), a pluralistic conception of intelligence, has been adopted by educators in a variety of ways to improve teaching and learning. Some adaptations have included exploring learning styles, designing lesson plans, developing integrated curricula, and adopting authentic forms of assessment. In this case study, a high school science teacher, Jade (a pseudonym), explored MI theory and used it as a conceptual framework to make decisions about how to structure her Grade 9 science curriculum. In studying the case, a variety of data sources and methods were used, including audiotaped planning meetings and interviews, classroom observations, teacher‐generated concept maps, and reflective journals. This article describes Jade's initial explorations of the theory, how she incorporated the theory into her daily teaching, and the outcomes of the study for Jade and her students. In addition, tensions and challenges experienced by Jade in applying the theory to pr...

Based on the theory of multiple intelligences, this paper discusses the methods and strategies for the evaluation and improvement of college dance courses. Firstly, this paper introduces the concept and development of multiple intelligence theory and emphasizes its complement and perfection to traditional intelligence theory. Then, it analyzes the problems and shortcomings of current college dance courses, including overemphasis on skill training and single evaluation criteria. Then, it puts forward the curriculum evaluation index based on the theory of multiple intelligences, including the evaluation of students’ multiple intelligences development and the evaluation of curriculum design and teaching methods. At the same time, curriculum evaluation tools and methods are discussed, such as questionnaire survey, observation record, learning achievement display and student self-rating. In the aspect of curriculum improvement and perfection strategy, it emphasizes the application of multiple intelligence theory, interdisciplinary integration and the introduction of scientific and technological means. In terms of curriculum implementation and effect evaluation, the importance of students’ comprehensive intelligent evaluation and students’ feedback is emphasized. Finally, the paper summarizes the practical value of the evaluation and improvement of college dance courses based on the theory of multiple intelligences and looks forward to the future research direction and prospects.

This paper presents findings from an action research project that investigated the application of Multiple Intelligences (MI) theory in classrooms and schools. It shows how MI theory was used in the project as a basis for suggestions to generate classroom practices; how participating teachers evaluated the project; and how teachers responded to the professional experience. Teachers reported successful student outcomes including more interest and motivation, better recall and deeper understanding, higher attainment, improved self-esteem, and more fun and enjoyable classroom experiences. For teachers themselves, the project was a challenge. They needed more planning time, more persistence, more collegiality, and more management support. All involved in the project found the experiment worthwhile, exciting, and a stimulus for radical change in their pedagogic practice and thinking. Teachers renamed and extended existing practices to include MI approaches and this led to a methods-shift and, ultimately, to indications of a mind-shift. It was apparent in the Irish MI Project that the premising of curriculum content and delivery, state certificate assessment, school organisational practices, and attitudes on a narrow, untenable and unfair construct of intelligence can result in educational exclusion and disadvantage for many students. Thus, it is suggested that the agency of intelligence in educational failure merits attention.

With the ongoing digital transformation in education, digital resources are increasingly applied in lower secondary Chinese language teaching, yet their use still lacks systematic pedagogical guidance. Based on a survey of Chinese teachers in Ho Chi Minh City, this study examines the effectiveness of digital resources through the lens of Multiple Intelligences (MI) theory. Findings reveal that digital tools are effective in supporting linguistic, spatial, musical, and bodily-kinesthetic intelligences, but show clear limitations in supporting logical-mathematical, intrapersonal, interpersonal, and naturalist intelligences. These gaps suggest the urgent need for instructional design that leverages Multiple Intelligences theory to create digital resources that are personalized, interactive, and feedback-oriented. Such resources can better accommodate diverse learning styles, promote student engagement, and enhance the overall effectiveness and sustainability of Chinese language teaching at the lower secondary level.

After Gardner had introduced the Multiple Intelligence (MI) theory, many researchers tried to find out the possibilities of applying this theory in the education domain. Moreover, the effects of different kinds of athletic applications on intelligence development within the framework of this theory have also been under investigation. This study also tried to explore the possible effects and relations of athletic participation in school sports competitions on MI types of high school female students. For this purpose MI inventory was applied to 198 female students and the data derived from this inventory was evaluated through SPSS 19.0 package programme using descriptive statistics, independent samples t test and Pearson Product Moment Correlation test. The t test results of this research clearly pointed out that participation to athletic activities had significant effects on the verbal/linguistic and bodily/kinaesthetic intelligence development of the students which was also verified through correlation analysis. Besides, correlation analysis showed that there was a significant positive relationship between interpersonal intelligence and sport experience.   Key words: multiple intelligence theory, intelligence, female athlete students.

According to the investigation of several problems about the students’ track and field class scores assessment current situation in local universities on the basis of Howard Gardner’s theory of multiple intelligences, discipline features, documents, questionnaire and interviews, this paper tries to establish the score assessment system of local university students with the local characteristics, as to improve the evaluation of local university physical training education and reform.

This study delves into the intersection of multiple intelligence theory and mathematical pedagogical simulation methods, exploring the combined impact on grade three children’s academic Mathematics attainment set against the backdrop of ongoing debate around multiple intelligence (MI) theory, with some researchers questioning its validity and labelling it as a ”neuromyth” due to perceived lack of empirical evidence. Therefore, this research argues for the continued relevance and critical evaluation of multiple intelligences (MI) theory in the educational context. Using a mixed-methods approach, the study examines how incorporating diverse intelligence preferences into Mathematics instruction influences the Mathematics outcomes of grade three children. The findings reveal a significant positive correlation between students’ intelligence preferences and their academic attainment in Mathematics (p < 0.05), indicating that tailored instruction aligned with dominant intelligence preferences enhances learning outcomes. 32.1% of children who enjoyed asking life questions scored above average in Math, compared to only 13.0% of those who disagreed (χ² = 144.158, p = .000). Instruction that caters for diverse intelligence preferences leads to improved academic attainment in Mathematics. The study underscores the value of recognizing and incorporating children’s endowed competences into mathematical pedagogical simulation methods. Ultimately, the research contributes to the ongoing discourse on MI theory, highlighting its potential to inform effective teaching practices, to enhance students’ outcomes in Mathematics education when integrated into mathematical pedagogical simulation methods, and to advocate for a nuanced understanding of intelligence preferences to foster a more inclusive and supportive mathematics learning environment.

Waldorf Education follows a holistic approach of children’s development, where the fundamental characteristics are creative/artistic activities, integrating imagination-based teaching methods to support and enhance the development of children’s and adolescents’ physical, social, emotional, and cognitive skills. Neuroeducation provides the most relevant level of analysis for resolving today’s core problems in education. Multiple Intelligence (MI) theory investigates ways of using the theory as a framework in school for improving work quality, collaborations, opportunities for choice, and a role for the arts. To that end, we provide a systematic literature review that critiques and synthesizes representative literature on these three topics in order to reveal new perspectives towards a novel transformative educational paradigm in a digitized society. A comprehensive analysis of theoretical and empirical articles between 2000 and 2019 is provided. The search included five main academic databases (ERIC, Web of Science, ScienceDirect, SpringerLink, and Scopus) using predefined selection criteria. In total, 321 different articles were screened, from which 43 articles met the predefined inclusion criteria. The results indicate a correlation between pedagogical practices of Waldorf schools and MI theory compatible teaching practices and between Waldorf schools and neuroeducation. Further empirical research examining different facets of this relationship is still needed to establish live and effective schools as Learning Organizations.

The role of musical intelligence was investigated at a Central Florida elementary school. Four participating teachers implemented the Theory of Multiple Intelligences (MI) by Howard Gardner in their classroom curricula. Extent and quality of musical experiences, corresponding assessments, and comparison with representative schools from MI literature were examined through case study data collection methods. Only one assessment for musical growth and one assessment for musical ability were found in the MI literature. No such assessments were present in the school setting. Influences on the role of musical intelligence included perceptions about: MI, music integration, musical growth, assessment of musical growth and assessment in general. Political climate at the school and district were also cited as highly influential in determining the role of musical intelligence in the school's MI curriculum. Recommendations to correlate MI learning strategies and music activities with Sunshine State Standards benchmarks learning, and to allow time and resources for such training, were suggested by participating teachers. Other recommendations include greater contributions to MI literature from the arts education community, music specialist involvement in curriculum planning, and support from school and district administration.