Measuring Multiple Intelligences and Moral Sensitivities in Education

Tirri, Kirsi; Nokelainen, Petri

doi:10.1007/978-94-6091-758-5

Cited by 50 publications

(5 citation statements)

References 71 publications

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“…3) Logical-mathematical consists of items that measure a person's perceptions of both their mathematical ability and logical thinking skills. The key abilities of Logical-Mathematical Intelligence are: a) appreciating abstract relations and b) facility in the use of numbers (Tirri & Nokelainen, 2011). 4) Musical / Rhythmic Intelligence is the capacity to perceive, discriminate, transform, and express musical forms.…”

Section: Methods Of the Researchmentioning

confidence: 99%

The Analytic Domain of Multiple- Intelligence and Its Relation to English Objective Test

Sadiq¹

2019

ELT

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The current research aims at identifying the analytic domain of multiple -intelligence and English objective test. The research is trying to answer that if there is a correlation between the analytic domain of multiple- intelligence and the English objective tests. Thus, the research has adopted a close questionnaire for diagnosing analytic domain (logical, rhythmic, and naturalistic) of multiple- intelligence of Iraqi students at Baghdad University, and an objective English test to achieve the aim of the research. Nine colleges at Baghdad University are randomly chosen to represent the sample of the research which is 511 students. The results of the research have shown that there are weak significant correlation between the analytic domain of multiple intelligent and the objective English test. Thus, from the results of the research Baghdad University could modify the objective tests with alternative ones that based on students’ ability and intelligence not guessing tests. Continuous long-term assessment, untimed, free- response format, individualized test and creative answers based on multiple- intelligence are recommended.

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Section: Methods Of the Researchmentioning

confidence: 99%

The Analytic Domain of Multiple- Intelligence and Its Relation to English Objective Test

Sadiq¹

2019

ELT

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“…Mathematical intelligence is the intellectual ability showcased by learners of mathematics, which is observed through complex cognitive achievements and high levels of motivation and self-awareness regarding mathematical problems required to be solved (Tirri & Nokelainen, 2012). Mathematical intelligence enables learners to remember descriptions of mathematical ideas and use those descriptions to solve a given mathematical problem.…”

Section: Mathematical Intelligence Vs Mathematics Learningmentioning

confidence: 99%

Effective mathematics learning through APOS theory by dint of cognitive abilities

Tsafe

2024

Journal of Mathematics and Science Teacher

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The paper dwells on the contributions of APOS theory to the development of teaching and learning of mathematics in school. APOS is an acronym for action, process, object, and schema. The theory emerges as an extension to constructivism but with a more focused and robust learner-centered approach to the teaching and learning of mathematics. Proponents of the theory believed that learning occurs initially as an action or activity in learners’ cognitive settings, independent of learners’ environment, triggered by cognitive coherence, then it is transformed to process, where learner now waits for internalization of the earlier activity, preparatory to the occurrence of learning. At object level, learner now considers what has been learnt earlier to have been fully internalized into mathematical object(s). Lastly, at schema level, the object learnt is assumed to have been embedded in the learners’ schema–a cognitive structure formed as a result of accumulated learning experience, and a complete mental image of what has been learnt is said to have been formed. Against the backdrop of this, the paper looks at how this theory had changed the narrative about teaching and learning of mathematics vis-à-vis the bearing of the theory to other cognitive abilities of the learner such as intelligence and creativity. In the end, the paper suggests the application of APOS theory in teaching and learning mathematics at all levels of learning in Nigeria and beyond.

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“…Narváez and Endicott [ 21 ] have operationalized ethical sensitivity into seven skills: (1) reading and expressing emotions, (2) taking the perspective of others, (3) caring by connecting to others, (4) working with interpersonal and group differences, (5) preventing social bias, (6) generating interpretations and options and (7) identifying the consequences of action and options. To approach them metrically, they have constructed various questionnaires, including: the questionnaire Attitudes Toward Human Rights Inventory (ATHRI) [ 22 ] or the questionnaire Ethical Sensitivity Scale Questionnaire (ESSQ) [ 23 ].…”

Section: Introductionmentioning

confidence: 99%

Ethical Regulation and High Intellectual Ability

Sastre-Riba

Cámara-Pastor

2022

IJERPH

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High intellectual ability is expanding its conceptualization. This broadening includes the need for executive and ethical regulation of high potential, in order to offer effective solutions in the complexity of the 21st century. Research on the regulation of ethical sensitivity in persons with HIA is scarce and necessary, suggesting that children and adolescents with HIA are superior and earlier in ethical sensitivity than their typical peers. However, cognitive excellence does not predict excellence and its development; therefore, the importance of regulating and guiding the broad ethical sensitivity of people with HIA is highlighted. The objective of this study is to explore what is the ethical sensitivity of schoolchildren with HIA compared to typical ones. A sample of n = 21 schoolchildren, previously diagnosed with HIA, and an age-matched control group of n = 23 schoolchildren of average intelligence is studied through their answers to the ATHRI questionnaire. The multivariate general linear analysis reported intergroup differences showing the highest and earliest ethical sensitivity in schoolchildren with HIA compared to typical schoolchildren from 8 to 9 years old, but not at 10 years. The generalizability coefficient was high (0.842). Educative derivations are suggested to guide the regulation of ethical sensitivity in children.

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Measuring Multiple Intelligences and Moral Sensitivities in Education

Cited by 50 publications

References 71 publications

The Analytic Domain of Multiple- Intelligence and Its Relation to English Objective Test

The Analytic Domain of Multiple- Intelligence and Its Relation to English Objective Test

Effective mathematics learning through APOS theory by dint of cognitive abilities

Ethical Regulation and High Intellectual Ability

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