An Active Learning Framework for Ecological Intelligence: Using Activities of Multiple Intelligences to Achieve Ecological Awareness

Autor/inn/en	Güven, Nalan Akkuzu; Uyulgan, Melis Arzu
Titel	An Active Learning Framework for Ecological Intelligence: Using Activities of Multiple Intelligences to Achieve Ecological Awareness
Quelle	In: Science Education International, 32 (2021) 4, S.358-367 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2077-2327
Schlagwörter	Active Learning; Multiple Intelligences; Cooperative Learning; Learning Motivation; Ecology; Consciousness Raising; Case Studies; Measures (Individuals); Environmental Education; Class Activities; College Freshmen; Teacher Education Programs; Elementary School Teachers; Student Attitudes; Student Characteristics; Reliability; Foreign Countries; Scores; Correlation; Turkey + Suchen Sie Ihr Suchwort? Aktives Lernen; Intelligenz (Psy); Kooperatives Lernen; Motivation for studies; Lernmotivation; Ökologie; Bewusstseinsbildung; Case study; Fallstudie; Case Study; Messdaten; Umweltbildung; Umwelterziehung; Umweltpädagogik; Studienanfänger; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Reliabilität; Ausland; Korrelation; Türkei
Abstract	The current paper aimed to identify the relation between ecological intelligence (EI) and the types of multiple intelligences (MI); and pointed out how ecological awareness could be raised through activities of MI. Data were gathered from the freshman students (n = 68) who studied at the Department of Primary Education. Four measures were used in this case study: interviews, multiple intelligence inventory, ecological intelligence scale (EIS), and students' 5-min notes. Correlation analysis was used to find the relationship between the students' ecological intelligence and the types of MI. The responses to interview questions were coded into discrete themes. Findings indicated that the intelligence type which had the most correlation with the sub-dimensions of EIS was InterP. Moreover, moderate relations were determined between the sub-dimensions of EIS and the types of MI which were Bodily/Kinesthetic (BK) and Visual/ Spatial (VS). Although the students had difficulties in activities such as drama and role-playing for BK intelligence, they enjoyed, and had better motivation to learn collaboratively during the activities through visual tools. Ecological intelligence relates to various types of MI. Based on this assertion the activities of MI should be integrated in-class environmental activities for students to acquire ecological awareness and sensitivity. (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://www.icaseonline.net/seiweb/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01