integrating the theory of multiple intelligences in the teaching of cell division

8/12/2019 Integrating the theory of Multiple Intelligences in the teaching of Cell Division

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Integrating the theory of MultipleIntelligences in the teaching of Cell

Division

Presented By

ABLIN DAVADASON PETER

SMK RAJA CHULAN, [email protected]


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Integrating the theory of Multiple Intelligences in the teaching of Cell Division

24 & 25 June 2014 NARC - Malacca Ablin Davadason PeterSMK Raja Chulan, Ipoh

• Introduction

• Research Questions

• Literature Review

• Methods & Data Collection

• Data Presentation/Findings


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Introduction

Howard Gardner is best known for his Theory of Multiple Intelligences. He

identified the eight intelligences as linguistics, logical-mathematics, musical,

visual-spatial, bodily kinaesthetic, interpersonal, intrapersonal and naturalistic.

Gardner’s theory opened up the minds of educators to view students learningdifferently according to their various intelligences. According to Gardner (1993)

each child possesses all eight intelligences and the child has a natural proclivity at a

young age towards one or two of the intelligences, which lasts a lifetime.




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The research questions

1) What is the status of the Multiple Intelligences among the students of different achievement

levels before and after the teaching of cell division using the ‘Chromosomes Alive’ module?

2) How is the understanding of cell division among the selected students of different

achievement levels before and after the teaching of cell division using the ‘Chromosomes Alive’ module?

3) How are the scientific explanations of the students of different achievement levels about

cell division before and after the incorporation of the Multiple Intelligences?




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Literature Review

According to Ớztap, Ớzay and Ớztap (2003) cell division is perceived by most teachers to be one of the most problematic concepts in Biology and students also have misconceptions

about the process of mitosis and also meiosis (Nik, 2006)

Many educators are trying methods and strategies to overcome this problem. For example

Kiboss, Ndirangu, and Wekesan, (2004), tried computer mediated stimulations to overcomestudents’ problems on cell theory.

According Hamzah, (2004), a remedial has to be done to overcome the problems faced by

students in the topic of cell division. She carried out a research using webbed based learning

to overcome the problem of misconceptions among students on cell division. Therefore this

study is relevant in order to overcome the problem faced by students in understanding the

topic of cell division.




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Methods & Data Collection

The subjects of the research 52 form 4 students we classified into 3 groups based on the first term examination

9- high achieving students -65 to 100 marks

17- medium achieving students - 50 to 64 marks

26- lower achieving students - 49 and below

Multiple Intelligence questionnaire and the pre-test was administered to all the 52 students

before the teaching of cell division using the module

teaching of the cell division was carried out using the ‘Chromosomes Alive’ module

The post test and the Multiple Intelligence questionnaire was administered after the celldivision lesson using the ‘Chromosomes Alive’ module.

the pre-test and post test scores between the achievers were compared

and the written responses were analysed




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‘Chromosomes Alive’ module

Introduction activity -Try this - Visual and spatial, Intrapersonal

Activity 1-Preparing and observing an onion root tip sli de

Visual and spatial, Interpersonal, Kinaesthetic, Naturalistic

Activity 2-Browsing websites

Visual and spatial, Interpersonal, Musical, Mathematical and Logical,

Linguistics

Activity 3-Making a meiosis model

Visual and spatial, Interpersonal, Mathematical and Logical, Linguistics,Kinaesthetic




http://localhost/var/www/apps/conversion/tmp/scratch_3/chromosomes%20alive.dochttp://localhost/var/www/apps/conversion/tmp/scratch_3/chromosomes%20alive.doc


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Findings

Comparison of the Pre Test and Post Test Scores among the High Achieving Students

Comparison of the Pre Test and Post Test Scores among the High Achieving Students

Tests N Mean Standard Deviation

Pre Test 9 3.11 0.928

Post Test 9 8.44 1.130

Pre Test

3 scored 20%, 2 high achievers scored 30% and 4 high achievers scored 40%

Post Test

2 scored 70%, 3 of the scored 80%, 2 of them scored 90% and two of them obtained 100%.




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Comparison of Pre Test and Post Test Scores among the Medium Achieving Students


Pre Test 17 0.588 0.712

Post Test 17 8.23 1.348

Pre Test

9 of them had all the questions wrong, 6 obtained 10%, 2 obtained 20%

Post Test

3 students scored 60%, 1student scored 70%, 5 students scored 80%, 5 students scored 90% and 3 of them

even scored 100%.

Comparison of Pre Test and Post Test Scores among the Medium Achieving Students




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Comparison of the Pre Test and Post Test Scores among the Low Achieving Students


Pre Test 26 0.42 0.809

Post Test 26 8.00 1.414

Pre Test

19 of them obtained 0%, 4 of them obtained 10%, 2 obtained 20% and only one student obtained 30%.

Post Test

one person scored the lowest that is 50%. 5 scored 60%, 2 students obtained 70%, 5 of them obtained 80%,11 scored 90% and two students even scored 100%.

Comparison of the Pre Test and Post Test Scores among the Low Achieving Students




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For medium achieving student 7 (MA 7), the naturalistic, linguistic, visual and spatial andintrapersonal intelligence remains almost equally dominant before and after the teaching of cell

division using the ‘Chromosomes Alive’ module. The mathematical and logical, musical andkinesthetic intelligence became more dominant while the interpersonal intelligence appears less

dominant after the teaching of cell division using the ‘Chromosomes Alive’ module

Before MA7

1

2

3

45

6

7

8

After MA7

1

2

3

45

6

7

8




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For example, low achieving student 1 (LA1) displayed intrapersonal and linguistic

intelligence with almost the same dominance before and after the teaching of cell divisionusing the ‘Chromosomes Alive’ module. The mathematical and logical, visual and spatial

and interpersonal intelligence appear to be more dominant after the teaching of cell division

using the ‘Chromosomes Alive’ module while the musical, kinesthetic and the naturalisticintelligence became less dominant after the teaching of cell division using the


Before LA1 After LA1




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Percentages of the responses of each item of the second

tier in the posttest

Item Description

1A- Students should be able to identify that chromatid is the basic unit of

chromosomes.

2A, 6A- Students should be able to describe the importance of mitosis and meiosis3A, 7A, 9A- Students should be able to explain about the final results of mitosis and

meiosis

4A,5A,- Students should be able to state and describe the phases in mitosis and

meiosis

8A, 10A- Students should be able to explain the scientific events of mitosis and

meiosis. This also shows that they have grasped the idea of mitosis and meiosis.

Percentages of the responses of each item of the second tier in the post test



http://localhost/var/www/apps/conversion/tmp/scratch_3/Percentages%20of%20the%20responses%20of%20each%20item%20of%20the%20second%20tier%20in%20the%20posttest.dochttp://localhost/var/www/apps/conversion/tmp/scratch_3/Percentages%20of%20the%20responses%20of%20each%20item%20of%20the%20second%20tier%20in%20the%20posttest.dochttp://localhost/var/www/apps/conversion/tmp/scratch_3/Percentages%20of%20the%20responses%20of%20each%20item%20of%20the%20second%20tier%20in%20the%20posttest.dochttp://localhost/var/www/apps/conversion/tmp/scratch_3/Percentages%20of%20the%20responses%20of%20each%20item%20of%20the%20second%20tier%20in%20the%20posttest.doc


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Thank You

integrating the theory of multiple intelligences in the teaching of cell division

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