Considerations on Developing of Multiple Intelligences in the Context of Science Activities
Science lessons are the perfect framework for optimal development and valorization of multiple intelligences. Howard Gardner’s theory has opened new horizons concerning the understanding of the human mind, individualizing of teaching and streamline of learning. The creation of various educational contexts that respond to each student’s cognitive profile represents a requirement of the current quality education and contributes to the conscious assumption and proactive involvement of students in the learning process, as well as the transformation of the teacher’s role, from the leader of the lesson to learning facilitator.The traditional approaches related to science lessons involve the exploitation of certain types of intelligence, while the teaching act based on the exploitation of multiple intelligences contributes to the valorization of various types of intelligence in creative ways, supporting student uniqueness and personalized learning.The educational implications and the applications of the multiple intelligence model in the context of science teaching and learning represent aspects which have to be known by the teachers, who are requested to transpose them into the didactic work.
The purpose of this paper is to discover how students perceive the science lessons organized in non-formal contexts and to what extent those particular activities capitalize the cognitive profiles and various types of students’ intelligence. The students’ feedback was recorded during the non-formal activities organized in the frame of the Seventh Framework Programme Project “IRRESISTIBLE - Including Responsible Research and Innovation in Cutting Edge Science and Inquiry-based Science Education to Improve Teacher’s Ability of Bridging Learning Environments”, exploiting in this respect the opportunities created through the implementation of the national week dedicated to primary and secondary education: “School in Another Way: To Know More, To Be Better!”
Gardner H. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books; 1983.
Popescu-Neveanu P. Dicţionar de Psihologie. Bucureşti: Albatros; 1978.
Negovan V. Introducere în Psihologia educaţiei. Bucureşti: Editura Universitară; 2006.
Gardner H. Inteligenţe multiple. Noi orizonturi. Bucureşti: Sigma; 2006.
Torralba F. Inteligenţa spirituală. Bucureşti: Curtea Veche; 2012.
Zohar D, & Marshall I. S.Q. Inteligenţa Spirituală. Bucureşti: Vellant; 2011.
Păcurari O, Ciohodaru E, Marcinschi M, & Constantin T. Să ne cunoaştem elevii. Bucureşti: Educaţia 2000+; 2005.
Gorghiu G, & Santi EA. Considerations Related to the Secondary School Students’ Interest for a Scientific Career. Journal of Science and Arts. 2017; 38(1): 147-154. Doi: http://dx.doi.org/10.15405/epsbs.2018.06.72
Armstrong T. Multiple Intelligences in the Classroom. Alexandria, Virginia USA, VA: Association for Supervision and Curriculum Development; 2000.
Copyright (c) 2019 LUMEN Proceedings
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Selection and peer-review under responsibility of the Organizing Committee of the conference.
This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited