University of Macau / Faculty of Education

University of Macau / Faculty of Education

University of Macau / Faculty of Education

The main purpose of the study was to compare the effectiveness of multiple intelligences theory based instruction (MITBI) and traditional science instruction (TSI) on 9th grade students&amp / #8217 / understanding of chemical bonding concept and attitudes toward chemistry. In the study, 50 ninth grade students from two classes of Gen&ccedil / Osman high school in Ankara were used. 25 of the students were assigned as experimental group and the other 25 as control group. They were instructed by the same teacher. The study was conducted during May of 2005. The groups were selected from eight 9th grade classes of Gen&ccedil / Osman High School randomly. The students are at the ages between 14 and 16. The group which was assigned as experimental group was instructed by multiple intelligences theory based instruction (MITBI) whereas the other group was traditionally instructed. This experimental study took a period of three weeks. To determine the effectives of multiple intelligences based instruction over traditional science instruction, an achievement test about chemical bonding concept which consisted of 25 items were administered and an attitude scale toward chemistry developed by Geban et al., was applied. Science Process Skill Test was administered to investigate the relationship between the students&amp / #8217 / science process skills and their achievement. For the statistical analysis, t-test, and Analysis of Covariance (ANCOVA) were used. The results showed that students who were instructed by multiple intelligences theory based instruction were achieved higher than the ones which were instructed by the traditional science instruction about chemical bonding concept. There was also a significant difference between the students instructed with Multiple Intelligences Theory Based Instruction (MITBI) and the students instructed with traditional science instruction (TSI) with respect to the attitudes of students toward chemistry. There was no significant difference between the attitudes and achievement of female students and that of male students. Students&amp / #8217 / science process skills had no greater contribution to their success.

With the newly designed curricula, the preparatory year of the Anatolian High Schools (AHS) was terminated while expanding its English program to four years. Within that context, utilizing semi-structured interview protocols this descriptive study aimed to bring an insight into the perceptions of parents, students, and teachers about the new AHS English program. Moreover, the perceptions of the participants on the materials provided by MONE and European Language Portfolio were also aimed to be revealed. Additionally, it was targeted to bring out what participants think about the applicability of the communicative language teaching, student-centered approach, and multiple intelligences, since they were stated in the foreign language curricula. While the population consisted of AHSs in Ankara, the sample of the study made up of 4 groups of parents, students, and teachers from 4 AHSs in Ankara. Each group consisted of 12 interviewees, which makes 36 participants in total. In selecting students and parents convenience sampling, and in selecting teachers purposive sampling was utilized. Analyzing the data collected using content analysis the findings revealed that parents, students, and teachers do not favor the current English language practice in AHSs where preparatory class is terminated. Additionally, the findings showed that in order to learn English, preparatory class is a necessity either after 5-year or after8-year elementary education. Results also showed that all groups perceive English positively and support teaching and learning of the language. As for the perceptions of the participants on the materials, they expressed how insufficient they are in terms of teaching the language and in terms of practicing the language teaching approaches stated in the curriculum. Moreover, it was found that most of the participants did not know about the European Language Portfolio. Lastly, according to the answers, the English language teaching approaches stressed in the curriculum were difficult to be practiced in classes.

Previous research has demonstrated that specific instructional contexts, techniques, and service delivery models that provide opportunities for peer interaction and active engagement in instructional activities promote positive social and academic outcomes for students with and without disabilities (Bulgren & Carta, 1993; Fisher et al., 1995; Grenot- Scheyer, 1994; Kamps, Leonard, Dugan, Boland, & Greenwood, 1991; Lee & Odom, 1996; Logan et al., 1998). It has been suggested that Multiple Intelligences (MI) theory provides a framework that includes many of these inclusive pedagogies and techniques (Armstrong, 1994; Hoerr, 1996). The present study was intended to explore the extent to which MI theory and instruction facilitates the inclusion of participants with developmental disabilities. Ten elementary school students (ages 6-12) with developmental disabilities participated in this study. The students were included in two types of general education classrooms: those in which MI pedagogy, instruction, and assessment were implemented, or those in which no specific educational theory or pedagogy was applied. Data were collected using ecobehavioral assessment, which is designed to reveal interrelationships between environmental variables (e.g., instructional activities and groupings) and child behavior (Greenwood, Schulte, Kohler, Dinwiddie, & Carta, 1986). An online version of MS-CISSAR (Greenwood, Carta, Kamps, Terry, & Delquadri, 1994) was used to gather and analyze data regarding students' instructional experiences, engaged behavior, and peer interactions. A matched-subjects design was used to compare the experiences of participants in the two types of classrooms; specifically, the relationships between types of task and instructional groupings and students' social interaction and engaged behaviors were examined. Results suggested that the experiences of the participants in both typical and Mt classrooms were more alike than different. Participants in both types of inclusive classrooms were frequently involved in whole-class or independent seatwork and paper-and-pencil activities. Thus, rates of overall engaged behavior and social interactions were essentially equivalent. However, participants in MI classrooms were more frequently observed to be involved in activities that allowed for multiple methods of responding and in small group structures. In contrast, participants in typical classrooms had high rates of one-to-one, separate activities from those of their typical classmates, as well as relatively high rates of non-instructional time (i.e. "down time" or transition time). Perhaps as a result, participants in MI classes were observed to interact with their typical peers more frequently and to be actively engaged in learning more often, while participants in typical classrooms were observed to interact more with adults and to be more passively engaged. The results are discussed in terms of their educational and research implications, limitations, and suggestions for further research.

Across North America concerns have been raised about the social, emotional, and mental health of our youth. Many primary prevention programs have been proposed to address these issues, however, few have met the criteria for effective interventions, including being longitudinal, cross-curricular, emphasizing specific concepts and skills, and being within the skills and understandings of teachers and the school system at large (McCombs, 2004). The Respecting Diversity (RD) program is a social and emotional learning (SEL) intervention designed by teachers that uses a Multiple Intelligences (MI) framework to develop self-awareness, self-respect and respect for diverse others. It teaches skills such as goal setting, meta-cognition, and perspective taking that underlie SEL. The program is designed to develop, a safe, positive classroom climate to begin the school year, and facilitate social and academic learning. The study herein was intended to explore emotional and behavioral outcomes of the RD program. The study involved 218 intermediate (grades 4-7) students and their teachers, divided into intervention and control groups. Students were assessed pre and post intervention for the development of self-awareness, self-respect, awareness of others, and respect for others. Measures of classroom climate were also included. Students completed several measures of SEL, and a selected sample were interviewed to obtain detailed information about their experiences in inclusive diverse classrooms, and with the RD program itself. Data were analyzed using both qualitative and quantitative methods, including thematic content analysis procedures and repeated measures MANCOVA’s. Both students and teachers indicated that the RD program significantly increased students’ self-respect, awareness of others, and respect for others, while students in control classrooms decreased in these factors. Classroom climate also significantly improved for treatment classrooms, and, similarly, decreased in control classrooms. Results are discussed in terms of their educational implications, limitations, and suggestions for further research.

This study sought to investigate the effects of multiple intelligences based instruction (MIBI) and learning styles on ninth graders&amp / #8217 / attitudes toward biology, biology achievement, and overall multiple intelligences. This experimental research was conducted in the second term of 2002-2003 educational year in Eregli high school. The sample involved in the study consisted of 64 students from the two different ninth grade classes taught by the same teacher. One class was assigned as the experimental group in which students were exposed to MIBI, whereas the other class was assigned as the control group in which students were exposed to traditional instruction in the unit of diversity and classification of living organisms. The data were obtained from attitudes toward biology scale, unit achievement test, multiple intelligences and Kolb&amp / #8217 / s learning style inventories, interviews with the students and the teacher, and observations in the experimental classroom during the treatment. Multivariate Analysis of Covariance was used for the quantitative data obtained from measuring tools. Results indicated that there was a significant effect of MIBI on students&amp / #8217 / attitudes toward biology and biology achievement, but there was not any significant effect of MIBI on students&amp / #8217 / overall multiple intelligences. In addition, there was not any significant effect of the students&amp / #8217 / learning styles on their attitudes toward biology, biology achievement, or overall multiple intelligences. Moreover, interpretations of the interviews with the students and the teacher, and the observations of the experimental classroom indicated that MIBI had positive contributions on teaching and learning process.

Across North America concerns have been raised about the social, emotional, and mental health of our youth. Many primary prevention programs have been proposed to address these issues, however, few have met the criteria for effective interventions, including being longitudinal, cross-curricular, emphasizing specific concepts and skills, and being within the skills and understandings of teachers and the school system at large (McCombs, 2004). The Respecting Diversity (RD) program is a social and emotional learning (SEL) intervention designed by teachers that uses a Multiple Intelligences (MI) framework to develop self-awareness, self-respect and respect for diverse others. It teaches skills such as goal setting, meta-cognition, and perspective taking that underlie SEL. The program is designed to develop, a safe, positive classroom climate to begin the school year, and facilitate social and academic learning. The study herein was intended to explore emotional and behavioral outcomes of the RD program. The study involved 218 intermediate (grades 4-7) students and their teachers, divided into intervention and control groups. Students were assessed pre and post intervention for the development of self-awareness, self-respect, awareness of others, and respect for others. Measures of classroom climate were also included. Students completed several measures of SEL, and a selected sample were interviewed to obtain detailed information about their experiences in inclusive diverse classrooms, and with the RD program itself. Data were analyzed using both qualitative and quantitative methods, including thematic content analysis procedures and repeated measures MANCOVA’s. Both students and teachers indicated that the RD program significantly increased students’ self-respect, awareness of others, and respect for others, while students in control classrooms decreased in these factors. Classroom climate also significantly improved for treatment classrooms, and, similarly, decreased in control classrooms. Results are discussed in terms of their educational implications, limitations, and suggestions for further research.

Made available in DSpace on 2015-05-14T12:43:16Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 11157903 bytes, checksum: afa37aa42a41fea6a0011104d290ec5b (MD5) Previous issue date: 2014-02-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work has as its object of study the multiple intelligences (MIs) in the classroom of the French Language. We propose to investigate how the theory of MIs is worked in the classroom of the French Language. We aim to check the students' position concerning their learning on the foreign language (FL), starting from the research question "adopting MIs in classes students would have a better performance at school, would then be more motivated to the learning of the French Language?" Thus, this interpretive research is qualitative and descriptive in nature. We rely on classroom observation, interview, questionnaire and inventory. We have as our corpus a class of graduate students in French-language, attending the course of French Intermediate II, at the Federal University of Paraíba (UFPB), the class has seven students and a teacher. This work is divided into four chapters. In the first chapter, we discuss the concept of intelligence, we expose the theory of multiple intelligences, according to its author (Thomas Armstrong,1994 and Antunes 1998, 2011, 2012), and main exhibitor, the teacher and psychologist Howard Gardner (1983, 1995, 1998, 2000). In the second chapter, we discuss about some relevant aspects concerning the teachers training in foreign language and we discuss some considerations about the area of French as a Foreign Language French as a Foreign Language (FFL), then we discuss the importance of the theory of MIs in the educational scenario, considering it as one more way to apropriate the motivation in the classroom of FFL. For this, these authors Abreu-e-Lima (2006), Kleiman (2001, 2007) Germain (1993), Alves (2010) Machado (2007), (Coracini, 2003), Puren (1988, 2009), Chianca (1999, 2001, 2007, 2013), (Bortoni-Ricardo, 2008), and others, were also essential to the development of our research.We also highlight the role of the teacher in this perspective. In the third chapter, we describe the methodological steps taken in our research, we verify the position of the students and the teacher related to the theory. Thus, this chapter comprises the methodological construction, nature and context of the research, and the participants involved. Furthermore, we treat the techniques of registry to collect and analyze data, and discuss the results. In the fourth chapter, we bring the strategies proposed by the theory of MIs, we also discuss the concept of the teaching-learning process, we expose the conception of textbook, and explore the book Écho 3, describing or engendering didactic and pedagogical suggestions from its activities. At the end, we weave the final considerations. We found that according to this work, the theory of MIs was not explicitly addressed in the classroom of the French language and evidenced that students would enjoy lessons in which the teacher privileged the individuality of learners by observing the MIs of each student. / Este trabalho tem como objeto de estudo as inteligências múltiplas (IMs) em sala de aula de língua francesa. Nós nos propomos a investigar como a teoria das IMs é contemplada na sala de aula de língua francesa. Temos como objetivo analisar a posição de alunos quanto à sua aprendizagem relativa à língua estrangeira (LE), partindo da pergunta de pesquisa adotando as IMs em aulas os alunos teriam um melhor rendimento escolar, seriam mais motivados à aprendizagem da língua francesa? Dito isso, partimos da hipótese de que o processo de ensino-aprendizagem das LEs centrado nas individualidades ou potencialidades dos aprendentes, priorizando as IMs, favorece maior participação dos aprendentes em sala de aula e propicia assim a efetiva aprendizagem da LE. Dessa forma, no intuito de verificar nossa hipótese e objetivos, essa pesquisa de caráter interpretativista e de natureza qualitativa e descritiva, apoia-se nos seguintes instrumentos de coleta de dados: observação de sala de aula, entrevista, questionário e inventário. Temos como corpus uma turma de alunos da graduação de Letras-Língua Francesa, cursando a disciplina Francês Intermediário II, da Universidade Federal da Paraíba (UFPB), a turma apresenta sete alunos e uma professora. Nossa pesquisa se organiza de modo a mostrar, em suas seções, a origem de nosso posicionamento, as definições ou concepções de termos, como a teoria das IMs; implicações da teoria sobre a área educacional; formação de professores de LE; âmbito do FLE; perspectivas de ensino; processo de ensino-aprendizagem; livro didático e estratégias de ensino de acordo com as IMs. Desse modo, esse trabalho se desdobra precisamente em quatro capítulos. Em nossa fundamentação teórica, partimos dos pressupostos teóricos de Gardner (1983, 1995, 1998, 2000), Thomas Armstrong (1994) e Antunes (1998, 2011, 2012), estes aportes serviram-nos de base para o encaminhamento de nossa pesquisa. Estes e outros autores como Abreu-e-Lima (2006), Kleiman (2001, 2007) Germain (1993), Alves (2010) Machado (2007), (Coracini, 2003), Puren (1988, 2009), Chianca (1999, 2001, 2007, 2013), (Bortoni-Ricardo, 2008), entre outros, também nos foram essenciais para os desdobramentos teóricos dessa pesquisa. Assim verificamos de acordo com os dados obtidos por esse trabalho, que a teoria das IMs não era explícitamente contemplada na sala de aula de língua francesa e evidenciamos que os alunos apreciariam aulas em que o professor privilegiasse a individualidade dos aprendentes, observando as IMs de cada aluno.