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Comparison of the effect of education based on multiple intelligences and the conventional method on the learning of science lessons of 7-8 years old female students in primary schools in Shiraz in the academic year 2012-13

Number of pages: 103 File Format: word File Code: 30000
Year: 2014 University Degree: Master's degree Category: Educational Sciences
Tags/Keywords: education - elementary school - Multiple intelligences - Sciences
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  • Summary of Comparison of the effect of education based on multiple intelligences and the conventional method on the learning of science lessons of 7-8 years old female students in primary schools in Shiraz in the academic year 2012-13

    Dissertation for Master's degree (M.A.)

    Trend: Preschool education

    Comparison of the effect of education based on multiple intelligences and the conventional method on the learning of science lessons of 7-8-year-old female students of primary schools in Shiraz in the academic year 2012-1393

     

     

    Abstract

    This research seeks to investigate The comparison of the effectiveness of the teaching strategy based on multiple intelligences and the conventional method, in the study of the science lesson of the 7-8 year old students of primary schools in Shiraz in the academic year 2013-2014. The research is of applied type with quasi-experimental method. The statistical population included all female students aged 7-8 in the 4th district of Shiraz; whose number was 5500 people; A total of 66 people participated in this research in two different classes in the second grade of elementary school, who were selected through cluster random sampling, and of these, 33 people were in the experimental group and 33 people were in the control group. The people of the experimental group were trained through the teaching strategy based on multiple intelligences, and the people of the control group were trained through the conventional teaching method or the traditional method. The duration of this course was eight weeks. To determine the effectiveness of the teaching strategy based on multiple intelligences compared to the conventional method, a teacher-made learning test including 31 questions in the pre-test and 33 questions in the post-test, whose reliability is equal to 73/73 based on the retest method. It was used. Also, the 21-question questionnaire of attitude towards learning science lessons (Ekpiner et al., 2009) whose reliability is 89/89 based on the calculation of Cronbach's alpha coefficient. was used The validity of both questionnaires was confirmed formally and using experts' opinions. The research data analysis method includes the descriptive statistics of the research variables (mean, standard deviation) and covariance analysis was used to test the inferential hypotheses. The results of the research showed that the students who were trained through the teaching strategy based on multiple intelligences obtained a higher average than the control group in terms of overall learning and also in terms of the cognitive levels of knowledge, application, combination and evaluation; But in terms of the dimensions of understanding and analysis, there was no significant difference between the two groups.

    Keywords: multiple intelligences, science, education, primary school

    Introduction

    The school system of any country is a device that makes the future makers of that country, because children and teenagers as the future makers of this country are potential thinkers and philosophers who are cast in the form of the education system. and are formed according to this format. In the era of industry and the need for experienced and expert manpower in the field of educational development and deepening, education and training became widespread in a school-based and systematic manner. Currently, millions of students are studying in the country's schools, and a large part of the burden of responsibility and prosperity of children is on the responsibility of schools and education. As a result, examining the factors affecting learning and satisfaction with education is one of the most important and deepening issues in education, and it is worthy to know more about the factors related to learning and satisfaction with education.

    The theory of multiple intelligences creates an effective way of learning and teaching, which can be used to make not only the methods of teaching students, but also the way of self-evaluation by placing them in a creative lesson plan and educational exploitation of eight different intelligence and mental categories. The primary teacher should know that the teaching methods based on one intelligence are ordinary and non-creative methods, but if the teaching method uses multiple intelligences, it can have a significant impact on the improvement of teachers' performance and, as a result, on the better learning of students.

    One of the other factors that it is believed that the use of education using multiple intelligences can increase it is the creation of a positive attitude on the satisfaction of students with education, because research has shown the joy of learning. It can have a significant impact on the better learning of students. 1-2-Statement of the problem Successful adaptation in the age of information and the explosion of science and technology requires that a person has sufficient abilities and skills to search for information, analyze and apply it to solve problems and make appropriate decisions. The future generation will live in a world that will need a more accurate and complex way of thinking in order to adapt to the ever-changing conditions of time by having the fluidity of thought and basic skills. Recent studies have shown that not only intelligence and cognitive abilities, but also emotional characteristics (i.Recent studies have shown that not only intelligence and cognitive abilities, but emotional characteristics (especially emotional intelligence) and social skills also play a fundamental role in organizing the learning process. (Kelnoski[1], 2002)

    According to Gardner, the theory of IQ, which was proposed about a century ago to predict the academic status of students, measures the verbal, logical-mathematical and sometimes spatial capabilities of people through intelligence and aptitude tests. Schools traditionally emphasize language and math skills, which are what those tests measure, but these tests do not give any indication of how a person's other talents are; For example, they do not specify to what extent a person has artistic taste, is creative, has a commitment to citizenship and considers himself bound to comply with moral principles, and what are his chances of success in his personal and professional life.

    Contrary to the traditional view of intelligence, learning is not achieved only through the application of cognitive abilities, but other types of intelligence also play an essential role in the learning process. are used differently. In order for the teacher to be able to provide suitable learning experiences for the students, he must measure their talents correctly, then guide them to use the maximum capacity of their intelligence and talent to achieve educational goals. Achieving these principles requires that students' needs, intelligence patterns, and learning strategies based on the theory of multiple intelligences are not taken into consideration in measuring the progress and academic performance of students, instead of purely emphasizing verbal, linguistic, and logical mathematical intelligence, which is unfair due to the individual and group differences of students in different models of Gardner's multiple intelligence. (Lezier[2] 1992; 1991)

    Today, psychologists are also interested in studying the strategies of symbolizing thinking such as language, mathematics, visual arts, expressive movements22 and other symbols. According to Gardner, the operation of the mind in a symbolic system such as language is different from the symbolic operation in music, expressive movements, mathematics, and images. Therefore, only linguistic and mathematical symbols, as emphasized in traditional tests, are not enough to process cognitive information. Gardner (1983) with the belief that reasoning, intelligence, logic and knowledge do not have the same meaning, presented a new view of intelligence that was quickly accepted by many educational planners. He expanded the concept of intelligence beyond verbal and mathematical ability to musical talent, spatial relations, intrapersonal knowledge, etc. According to Gardner, intelligence is: "the ability to solve problems or produce products that are considered valuable in one or more cultures" (Gardner and Hatch[3], 1989).

    After conducting extensive research on biological and cultural issues related to mental processes, he proposed seven types of intelligence, which is different from the traditional view of intelligence that is based more on linguistic and mathematical abilities. (Marnat[4], 2003)

    Today's schools do not provide a space for students' experiences that can be fruitful in their optimal performance in the 21st century. In order to achieve this, in addition to the necessity of supporting education, teachers must also have a complete and deep mastery of the subject being taught and be aware that there are many ways for students to learn, and be diligent in designing different and innovative methods to adapt to the diverse needs of students and create experiences that guarantee their long-term success in learning. (Tilly [5], 2007) Gardner, relying on his multiple intelligences, opposes the idea that there is only one way to teach, one way to make students interested in learning, and one way to return their learning. According to Gardner's opinion, real learning is realized when the unique abilities of each student are taken into account and the necessary conditions for the creation and cultivation of each category of intelligence are provided; Perhaps this is why the theory of multiple intelligences emphasizes situational learning versus apprenticeship. (Tina [6] and Gardner 1990, p. 34)

    Teaching based on multiple intelligences can increase satisfaction, improve academic progress, improve learning and memorization. Also, many teachers and researchers state or confirm that teaching based on multiple intelligences improves students' attitude towards learning.

  • Contents & References of Comparison of the effect of education based on multiple intelligences and the conventional method on the learning of science lessons of 7-8 years old female students in primary schools in Shiraz in the academic year 2012-13

    List:

    Table of Contents

    Title

    Abstract..1

    Chapter One: Research Overview

    1-1- Introduction..3

    1-2- Statement of the problem..

    1-3- Importance and necessity of conducting research.

    1-4- Research objectives..9

    1-5- Research hypotheses..9

    1-6- Theoretical definitions..10

    1-7- Operational definitions..11

    Chapter two: Literature and research background

    2-1- Introduction..13

    2-2- History of intelligence..14

    2-3- Different theories in Intelligent communication. 16

    2-4- The basics of the theory of multiple intelligences. 19

    2-5- The dimensions and aspects of intelligence. 21. 2-5-2- The dimensions of intelligence according to Freeman (1988). 21

    2-5-3- The dimensions of intelligence according to RB-Kettle (1961). 22

    2-5-4- Dimensions of multiple intelligence Howard Gardner (2004). .22

    2-5-4-1- Linguistic intelligence..22

    2-5-4-2- Musical intelligence. 23. 2-5-4-3- logical-mathematical intelligence. .23

    2-5-4-4- Spatial intelligence..23

    2-5-4-5-motor-physical intelligence. 24

    2-5-4-6- Intrapersonal intelligence. 24

    2-5-4-7- Interpersonal intelligence. 24

    2-5-4-8- Nature-oriented intelligence. 25

    2-5-4-9- Other intelligences..25

    2-6- The difference of this theory with other traditional definitions of intelligence. 25

    2-6-1- The traditional view on intelligence and learning.25

    2-6-2- The view of the theory of multiple intelligences.26

    2-7- Applications of the theory of multiple intelligences in education.27

    2-8- The importance and application of the theory of multiple intelligences.29

    2-9- Schools and multiple intelligences.30

    2-10- The main points in the theory of multiple intelligences.32

    2-11- Previous researches and researches.34

    2-11-1- Foreign researches. . 34

    2-11-2- Internal research. . 35. 2-11-3- Summary of the conducted research. . 37.

    Chapter three: research method

    3-1- Research method. . 40

    3-2- Society and the statistical sample of the research. 40

    3-3- Data collection method and implementation method. 40

    3-4- Research tools, their validity and reliability. 44

    3-4-1- Questionnaire of attitude towards science learning Ekpiner et al. (2009). 44

    3-4-2- Questionnaire of learning science lessons.  44

    3-5- Data analysis method. . 45

    3-6- Ethical considerations of research. 45. Chapter Four: Research Findings 4-1- Description of the research variables. 47 4-2- Examining the research hypotheses. 49 4-2-1- The first research hypothesis. 49 4-2-2- The second research hypothesis.

    5-1- Summary of research findings. 67

    5-2- Conclusion. English..75

    Appendices..80

    English abstract..91

    List of tables

    Table 2-1- Eight learning methods. 28

    Table 2-2- The difference between traditional theories of intelligence and theory of multiple intelligences. 33

    Table 3-1- Distribution of questions related to attitudes towards learning science. 44

    Table 4-1- Average and standard deviation of learning scores of science course. 47

    Table 4-2- Average and standard deviation of attitude scores towards science course. 48

    Table 4-3- Covariance analysis of the effect of teaching based on multiple intelligences on students' learning. 50

    Table 4-4- Analysis of covariance to investigate the impact of teaching based on multiple intelligences on later grades

    Knowledge..51

    Table 4-5- Analysis of covariance to investigate the effect of teaching based on multiple intelligences on later grades

    Comprehension..52

    Table 4-6- Analysis of covariance to investigate the effect of teaching based on multiple intelligences on later grades

    Application..53

    Table 4-7- Analysis of covariance to investigate the effect of teaching based on multiple intelligences on later grades

    Analysis..54

    Table 4-8-Analysis of covariance to investigate the impact of teaching based on multiple intelligences on later grades

    Composition..55

    Table 4-9-Analysis of covariance to investigate the impact of teaching based on multiple intelligences on later grades

    Evaluation..57

    Table 10-4- covariance analysis of the effect of teaching based on multiple intelligences on the attitude towards

    science lessons59

    Table 4-11- Covariance analysis to investigate the impact of teaching based on multiple intelligences on grades

    after the enjoyment of learning science lessons. 60

    Table 4-12- Analysis of covariance to investigate the impact of teaching based on multiple intelligences on grades

    After the science anxiety dimension. 61

    Table 4-13- Analysis The covariance of the effect of teaching based on multiple intelligences on the dimension of interest in science lessons. 63

    Table 14-4- Covariance analysis of the effect of teaching based on multiple intelligences on the dimension of enjoyment of experiment

    Science.

    Source:

    Persian sources:

    1- Armstrong, Thomas. (1387). Multiple intelligences in the classroom. Translated by Mahshid Safari. Tehran: School Publications. Third edition.

    2- Tilley, Su (2007). The rainbow of intelligence, translated by Asadzadeh and Hassan Amari, Tehran, Rushd Farhang Publications. 3- Haji Hossein Nejad, Ghola Marza. and Baghizadeh, Sosan (2004). Comparing the effect of teaching methods based on Gardner's theory and traditional methods on students' mathematical performance. Research in education issues, spring and summer 2013.

    4- Saif, Ali Akbar. (1386). Modern Educational Psychology, Tehran, Duran Publications, 6th edition.

    5- Silver, Harvey F., Strong, Richard and Perini, Matthew J. (1387). Teaching method using integrating learning styles and multiple intelligences. Translated by Bahman Saidipour, Kermanshah, Taq Bostan Publishing House. 6- Sharifi, Hassan Pasha (1382). Theory and application of intelligence and personality tests, Tehran: Sokhon publications. 7- Abdi, Ali. (2009). Comparison of the effectiveness of the teaching strategy based on multiple intelligences and the conventional method on academic progress and attitude in the science course of fifth grade female students in the three districts of Kermanshah. Academic year 1388/89. Master's thesis. Allameh Tabatabai University.

    8- Fana Khosro, Mahbobeh. (1385). Comparison of the effect of teaching based on multiple intelligences and teaching by lecture method on the amount of learning, memorization and motivation of academic progress in the mathematics lesson of first grade female high school students of district one of Tehran. Academic year 1385/86. Master's thesis. Allameh Tabatabai University.

    9- Golman, Daniel (1379). emotional intelligence Translated by Hamidreza Baloch. Tehran: Jihoun Publishing House. 10- Marnat, Gary Grath (2004). Guide to psychological assessment. The first volume. Translated by Hassan Pasha Sharifi and Mohammad Reza Nikkho. Tehran: Sokhon Publications, publication date of the work in the original language 2003.

    11- Board of Authors (1386). General psychology. Tehran: Payam Noor University, first edition.

    English sources

    12- Armstrong, T. (2007). The curriculum superhighway. Educational Leadership, 64(8), 16-20. Retrieved May 31, 2007, from the EBSCOhost database.

    13- Armstrong, T. (2005). Special education and the concept of neurodiversity. New Horizons for Learning Online Journal, XI(3), 1. Retrieved July 29, 2008, from the ProQuest database.

    14- Armstrong, T. (2000). Multiple Intelligences in the Classroom (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

    15- Barrington, B. (2004). Teaching to student diversity in higher education: how multiple intelligences theory can help. Teaching in Higher Education, 9(4), 422. Retrieved January 11, 2007, from the EBSCOhost database

    16- Bellflower, J. B. (2008). A case study on the perceived benefits of Multiple Intelligence instruction: Examining its impact on student learning. Unpublished doctoral dissertation, Fielding Graduate University, USA

    17- Berman, M. (2001): ELT through multiple intelligences. Sample. NetLearn Publications .,From:www.netlearnpublications.com

    18- Campbell, B. (1996). Multiple Intelligences in the Classroom, Context Institute, Langley, WA.

    19- Campbell, L., & Campbell, B. (1999). Multiple intelligences and student achievement: Success stories from six schools. Alexandria, VA: Association for Supervision and Curriculum Development.

    20- Campbell, L., Campbell, B. & Dickinson, D. (1999). Teaching and learning through multiple intelligences (2nd ed.). Boston: Allyn and Bacon.

    21- Campbell, L., Campbell, B. & Dickinson, D. (2004). Teaching and learning through multiple intelligences. Chicago, IL: Merrill Company.

    22- Cooper .F.

Comparison of the effect of education based on multiple intelligences and the conventional method on the learning of science lessons of 7-8 years old female students in primary schools in Shiraz in the academic year 2012-13
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