Multiple Intelligences: Educational and Cognitive Development with a Guiding Focus

Autor/inn/en	Berrios Aguayo, Beatriz; Arazola Ruano, Cristina; Pantoja Vallejo, Antonio
Titel	Multiple Intelligences: Educational and Cognitive Development with a Guiding Focus
Quelle	In: South African Journal of Education, 41 (2021) 2, Artikel 1828 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Berrios Aguayo, Beatriz) ORCID (Arazola Ruano, Cristina) ORCID (Pantoja Vallejo, Antonio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Teaching Methods; Multiple Intelligences; Learning Theories; Correlation; Learning Processes; Comparative Analysis; Creativity; Maturity (Individuals); School Effectiveness; Public Schools; Academic Achievement; Outcomes of Education; Foreign Countries; Elementary School Students; Measures (Individuals); Cognitive Ability; Spain; Goodenough Harris Drawing Test + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Intelligenz (Psy); Learning theory; Lerntheorie; Korrelation; Learning process; Lernprozess; Kreativität; Reifung; Schuleffizienz; Public school; Öffentliche Schule; Schulleistung; Lernleistung; Schulerfolg; Ausland; Messdaten; Denkfähigkeit; Spanien
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. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01