Multiple intelligences: Educational and cognitive development with a guiding focus

Abstract

Development and dissemination of innovative pedagogies continues to be one of the challenges of the 21st century. The visible deficiencies in the educational field have highlighted the need for other types of pedagogies that promote complete student development. Gardner’s theory about multiple intelligences (MIs) has great potential that has not yet been realised in practice in school contexts. With this research we aimed to analyse the relationship between the intelligences that students develop in primary education and the increase in certain cognitive and academic capacities, and to demonstrate that a pedagogy based on Gardner’s theory does more to promote creativity, maturation and school performance than traditional teaching-learning pedagogies. A total of 420 participants from 2 state-funded schools participated in this study (experimental group = EG; control group = CG). The EG (n = 230) was taught using Gardner’s theory and the CG (n = 190) was taught according to traditional pedagogy. There was an association between the intelligences developed by the students and their academic, creative, and maturational levels. Finally, significant differences were found between the EG and CG, with the EG obtaining a higher mean in the variables analysed in favour of the EG. In conclusion, using MIs in classrooms allows for a more mature and creative development and greater academic performance.

Diseño y validación de contenido de una rúbrica para medir el valor educativo de aplicaciones para dispositivos móviles

“…La revisión de la literatura científica recomienda, además del uso de variables o dimensiones tecnológicas, la incorporación de aspectos educativos como elementos para enjuiciar la calidad y el potencial educativo de las Apps. En este sentido, se realiza una síntesis integrativa (ver Tabla 1) en la que se puede constatar el ajuste de los indicadores resultantes a los tópicos educativos planteados por la UNESCO (UNESCO, 2019), las estrategias cognitivas y metacognitivas planteadas desde la teoría de las inteligencias múltiples de Gardner, dado su interés de cara a promover en el aula la creatividad, la maduración, el desempeño escolar y los procesos de comunicación (Abenti, 2020;Berrios-Aguayo et al, 2021;Kalimaya et al, 2021). Igualmente, se han tenido en cuenta los procesos y actividades cognitivas basados en las TIC, siguiendo la taxonomía de Bloom en su definición más actual (Krathwohl & Anderson, 2010), el modelo SAMR (Substitution, Augmentation, Modification, Redefinition) y el modelo TPACK (Technological Pedagogical Content Knowledge), que es un modelo basado en la idea de combinar tres variables, el conocimiento tecnológico, el conocimiento pedagógico y el conocimiento del contenido (Puentedura, 2014).…”

“…Estos modelos de evaluación, abordan aspectos importantes a tener en cuenta en el proceso de toma de decisiones en torno a la selección de una App para un contexto de enseñanza-aprendizaje, pero en dichos modelos se presta mayor atención a aspectos técnicos y no se consideran de manera específica algunos procesos clave vinculados al aprendizaje desde los ámbitos personal, cognitivo-metacognitivo, o social (Abenti, 2020;Berrios-Aguayo et al, 2021;Expósito-López, 2018;Expósito-López & Olmedo-Moreno, 2020;Harrison, 2009).…”

Intrapersonal Intelligence-Based Learning to Stimulate Early Childhood Independence

“…Persons who have high intrapersonal intelligence are always in touch with their thoughts, ideas and dreams and also have the ability to direct their own emotions in such a way as to enrich and guide their own lives [12]. Intrapersonally highly intelligent people are easily distinguished by their high level of self-confidence and independence.…”

The Construction of Ideological and Political Diversified Education Mode in Colleges and Universities Based on Theory of Multiple Intelligences

“…The original teaching method pays more attention to the development of students' ability of verbal expression, mathematical thinking, etc., and does not pay attention to the development of students' other intelligences, while the theory of multiple intelligences emphasizes the simultaneous cultivation of students' multiple intelligences such as verbal, logical, spatial, musical, physical movement, interpersonal, and selfcognition, etc. [9][10].…”