iq gardner 1983 multiple intelligences theory (mi) (frames of mind: multiple...
TRANSCRIPT
و 2010 27خايعح اإلياساخ انعشتيح انًتحذج انعذد / انًدهح انذونيح نالتحاث انتشتىيح
66
Gardner IQ
Multiple Intelligences Theory (MI) 1983
(Frames Of Mind: Multiple Intelligences)
Gardner, 1983
Learning Styles Busato, Elshouti, & Hamaker, 2000
2 انضهيى . و
Guilford, 1980
Cognitive Functions
Intellectual Styles and Learning Styles2007
(Chau, 2006; Denig, 2004 ; Dunn, Denig, & Lovelace,
2001; Nobel,2004; Silver & Perini,1997).
2007
2007
2006
2006
Integration
Conceptual
Understanding
Mazzolini, 1999
2001
فاعهيح تذسيش انعهىو وفك اننًىرج انًذيح3
1
2
3
4
Carin ,1993
4 انضهيى . و
2006
1 α≤.05
2 α≤.05
3 α≤.05
58
14291430
فاعهيح تذسيش انعهىو وفك اننًىرج انًذيح5
1 Effectiveness
199717
200354
2η
2 Multiple Intelligences Theory (MI
Howard Gardner (Frames of
Mind)1983
20062007
3 Learning Styles Theory (LS)
(Cano & Hewitt
2000, (Silver & Hanson ,
1998
6 انضهيى . و
2006
4
Integrated Teaching Model Based on Multiple Intelligences Theory and Learning Styles Theory
5 Conceptual Understanding
2002
303(Wiggins & Mctighe,1999)
Explain
Interpret
Apply
Perspective
:Empathy
Self Knowledge
فاعهيح تذسيش انعهىو وفك اننًىرج انًذيح7
6 Learning Motivation
19942425
Multiple Intelligences Theory
1995
(Armstrong , 1994; Gardner,1993 ; Haggarty, 1995)
Verbal Linguistic Intelligence
2 Logical Mathematical Intelligence
3 Visual Spatial Intelligence
4 Musical Rhythmic Intelligence
8 انضهيى . و
5 Bodily Kinesthetic Intelligence
6 Interpersonal Intelligence
7 Intrapersonal Intelligence
8 Naturalist Intelligence
2003
Profiles
Goodenough, 2000; Hodson,
19982004200120042008
2008200420062004
Learning Styles Theory
Carl Jung
Jung
McCaulley ,1990
Jung
Silver & Hanson
فاعهيح تذسيش انعهىو وفك اننًىرج انًذيح9
2006
Integrated Teaching Model Based on Multiple Intelligences Theory and Learning Styles Theory
2006
2006
1
2
3
4
5
10 انضهيى . و
Silver et al., 1997
(Denig, 2004; Dunn et al., 2001)
Chau ,
2006
2006
Conceptual Understanding
2003296
( Wiggins & Mctighe, 1998
2005
2005
2006
(Duffy & Zeidler , 1996
(Cavalcante et
al., 1997
Mazzolini, 1999
فاعهيح تذسيش انعهىو وفك اننًىرج انًذيح11
Learning Motivation
Gottfried , 1994
2004Petri & Govern, 2004 ;
1
2
3
4
5
6
7
Duda & Nicholl , 1992;
Busato , 2000; Joseph , 1994 19962006
Kilinger
1990
Mc Ewan, 19992000
12 انضهيى . و
Quasi Experimental Design
Huck et al., 1974
33
33
1
1
2
14291430
1987
فاعهيح تذسيش انعهىو وفك اننًىرج انًذيح13
1
3
انكشف عن انزكاءاخ وأصانية انتعهى نذي انطانثاخ
(لائًح ديح انزكاءاخ وأصانية انتعهى )
تحذيذ نىع انذسس واألهذاف
يتطهة رنك اإلخاتح عن انضؤانين
تطىيش لائًح تفشص انتعهى نكم ركاء
فحض انثذائم واختياس األنشطح األكثش يالءيح نتحميك األهذاف
تحذيذ أنشطح األصهىب واالصتشاتيدياخ
تدهيز خطح تتاتعيح
(يصفىفح انذسس / خذول )
انتمىيى وفك اننًىرج انًذيح
دسس الصتخذاو أصانية -
انتعهى وانزكاءاخ انًتعذدج
يحتىي نتحميك أهذاف
يحذدج؟دسس يشكز عهً تنًيح -
أصانية أو ركاءاخ يعينح؟
: هم أنا أعًم عهً إعذاد -
دسس يشكم خزءًا ين -
يىضىع في انًنهح يضتغشق
تذسيضه طىال انعاو انذساصي
كهه؟
دسس ين أخم تعهيى هذف -
يحذد؟
دسس يعانح حاخح يعينح -
نهطانثاخ؟
14 انضهيى . و
فاعهيح تذسيش انعهىو وفك اننًىرج انًذيح15
4
5
6
85
3
20
.81
45
82
16 انضهيى . و
5011
1012
746
68
20
.95
.83-
.37.33-.81
65
فاعهيح تذسيش انعهىو وفك اننًىرج انًذيح17
Likert36
2511
5
5,25,3
15,1(Shrigly & Kaballa ,1984)
2007
t-test
27
27
α≤.05
o.92
25
26
18 انضهيى . و
1
13111429
877980
20111429
ANOVA
1
0.06 1 0.06
0.04 0.843 98.06641.53
0.02 1 0.02
0.01 0.911 77.15641.21
0.06 1 0.06
0.02 0.885 183.21642.86
0.00 1 0.00
0.00 1.000 33.46640.52
0.24 1 0.24 0.63 0.432
24.79640.39
0.24 1 0.24
0.49 0.486 31.58640.49
1.23 1 1.23 0.15 0.701
527.64648.24
5.47 1 5.47
0.40 0.528 868.976413.58
فاعهيح تذسيش انعهىو وفك اننًىرج انًذيح19
1
1
2
17
3
1
α≤.05
2
20.05
20 انضهيى . و
2
787.64 1 787.64
239.08 *0.000 210.85643.30
280.24 1 280.24
243.97 *0.000 73.52641.15
1372.74 1 1372.74
423.37 *0.000 207.52643.24
157.64 1 157.64
174.49 *0.000 57.82640.90
78.55 1 78
197.49 *0.000 25.46640.40
142.56 1 142.56
212.33 *0.000 42.97640.67
13274.18113274.18 1366.37*0.000
621.76649.72
*α≤.05
3
30.05
16.3
7.6717.674.643.093.8553.21
9.393.558.551.550.910.91
24.85
0.73
0.96
فاعهيح تذسيش انعهىو وفك اننًىرج انًذيح21
1991
2
2
3
33 16.30 1.38
15.46 0.000* 0.79 33 9.39 2.16
33 7.67 1.11
15.62 0.000* 0.79 33 3.55 1.03
33 17.67 1.74
20.58 0.000* 0.87 33 8.55 1.86
33 4.64 0.82
13.21 0.000* 0.73 33 1.55 1.06
33 3.09 0.52
14.05 0.000* 0.76 33 0.91 0.72
33 3.85 0.94
14.57 0.000* 0.77 33 0.91 0.68
3353.212.8636.96 0.000* 0.96
33 24.853.36
*α≤.05
22 انضهيى . و
2003
2006
Goodenough, 2000;
Hodson, 19982004200120042008
2008200420062004
2
α≤05,0
4
4
16168.02 1 16168.02 1358.81 0.000*
761.526411.90
*α≤.05
4.05
فاعهيح تذسيش انعهىو وفك اننًىرج انًذيح23
5
33 122.27 2.63 36.86 0.000* 0.96
33 90.97 4.11
5.05
122.27
90.97
0.9696
2006
2004
Petri & Govern , 2004
Hodson,1998
3
6
24 انضهيى . و
6
.98*0.01
*α≤.05
6
.01
2000
2001
Busato et al. , 2000; Duda & Nicholls,
1992; Joseph, 1994;19962006
فاعهيح تذسيش انعهىو وفك اننًىرج انًذيح25
1991
2007
2004
2001
525579
2006
2006
933
1996
31119
2004
2003
28
2003
26 انضهيى . و
2008
2008
4187
2002100
2003
2006
2003
2006
2005
191228
2004
74199235
2007
295774
2005
299
345
1987
فاعهيح تذسيش انعهىو وفك اننًىرج انًذيح27
1990
551949
1994
1997
2006
3201223
2006
935199
2000
272398413
2004
2006
2001
10
2002
2007
2007
2004
159201
28 انضهيى . و
Busato, v., Prins ,F.,Elshouit , J.& Hamaker,C.(2000). Intellectual ability, learning
styles, personality, achievement motivation and academic success of
psychology students in higher education. Personality and Individual
Differences, 29, 1057-1068.
Cano, F & Hewitt, E (2000). Learning and thinking styles: An analysis of their
interrelationship and influence on academic achievement. Educational
Psychology, 20 (4), 414-430.
Carin, A. (1993). Teaching science through discovery. 7th edition. New York,
Merrill an Imprint of Macmillan Publishing Company.
Cassidy,S. (2004). Learning styles: An overview of theories, models, and
measures. Educational Psychology, 24(4), 419-444.
Cavalcante, P. et al. (1997). The effect of various kinds of lessons on conceptual
understanding in science. Research in Science and Technology, 15(2), 185-
193.
Chau, M. (2006). Connecting learning styles and multiple intelligences theories
through learning strategies: An online tutorial for library instruction. Retrieved
7Jan 2009 from http://libres.curtin.edu.au./libres16n1/index.htm.
Denig, S. (2004). Multiple intelligences and learning styles: Two complementary
dimensions. Teachers College Record, 106(1), 96-111.
Duda, J. & Nicholl, J. (1992). Dimension of achievement motivation in
schoolwork and sport. Journal of Educational Psychology, 48 (3), 290- 299.
Duffy, M., Zeidler, D. (1996, April). The effects of grouping and instructional
strategies on conceptual understanding and critical thinking skills in the
secondary biology classroom. Paper Presented at 69th Annual Meeting of
National Association for Research in Science Teaching. St. Louis, Mo.
Dunn, R., Denig, S., & Lovelace, M. (2001). Multiple intelligences and learning
styles: Two sides of the same coin or different strokes for different folks?
Teacher Librarian, 28 (3), 9-15.
Gardner,H.(1983).Frames of mind: The theory of multiple intelligences. New
York, Basic Books.
Gardner,H.(1993). Multiple intelligence: The theory in practice. NewYork , Basic
Books
Gardner,H.(1999). Intelligences reframed multiple intelligences for the 21st
century. New York, Basic Books.
Goodnough, K. (2000). Exploring multiple intelligences theory in the context of
science education: An action research approach, Dis. Abs. Int. 61(6), 2164.
Goodnough ,K.(2001). Multiple intelligences theory: A framework for
personalizing science curricula. Journal of School Science and Mathematics,
101(4), 181-193.
Gottfried, A. (1994). Role of parental motivation practice in children's academic
intrinsic motivation and achievement. Journal of Educational Psychology, 86
(1), 104-113.
Goughin,G. et al. (1992, November): Distance learner, approaches to studying the
nature of deep and surface approaches reconsidered. Paper Presented at The
World Conference of International Council for Distance Education, 16 th
Bangkok, Thailand, pp. 8-13.
Guilford, J. (1980). Cognitive styles: What are they? Educational and
Psychological Measurement, 40 (3), 715-737. Haggarty, B.
فاعهيح تذسيش انعهىو وفك اننًىرج انًذيح29
(1995): Nurturing multiple intelligences: A guide to multiple intelligence’s
theory and teaching. New York, Addison Wesley.
Hodson, D. (1998). Teaching and Learning Science: Towards a personalized
approach. Philadelphia, PA., Open University Press. Retrieved in 12
January2009 from:
http://www. Multiple Intelligence: Theory and Practice in the 12 Classroom.
Huck, S. et.al. (1974). Reading statistics and research. Harper and Row,
Publishers, New York.
Jones , ch.& Richard,K.(2003). Are students' learning styles discipline specific?
Journal of Research and Practice, 27, 363-375.
Joseph, J. (1994). Influence of motivation and gender on secondary school
student's academic performance in Nigeria. Journal of Social Psycology,
134(5), 695- 711.
Lach, c. (2003). Weaving technology and multiple intelligences into science
learning. Leading With Technology, 30(6), 27-39.
Lim, c. (2001). Effects of project activities based on multiple Intelligences to
elementary school science Children’s Achievement. Journal of the Korean
Association for Research in Science Education.2 (1), 43-56.
Mazzolini, A. (1999).Testing conceptual understanding in physics using a browser-
based computer manages system. Cal-Laborite, 3, October, 1-11.
McCaulley, M. (1990). The Mayers- Briggs type indicator: A Measure for
individual and groups. Measurement and Evaluation in Counseling and
Development, 22, 181-195.
Noble, T. (2004). Integrating the revised Bloom's Taxonomy with multiple
intelligences: A planning tool for curriculum differentiation. Teachers College
Record, 106, (1), 193 – 211.
Petri.H.& Govern,J.(2004). Motivation: Theory, research and application.
Thomson-Wadsworth, Australia.
Searson, R. & Dunn, R. (2001). The learning style teaching model. Science and
Childern, 38 (5), 17-26.
Shewart, A.(2004). Using the theory of multiple intelligences to enhance science
education. Master degree thesis, University of Toledo.
Tippett, Ch. (2003). Demonstrating understanding in science: Connection to
learning styles. Canadian Children, 28 (1), 35-44.
Wiggines, G. & Mctighe, J. (1998). Understanding by design. Association for
Supervision and Curriculum Development, Alexandria.
30 انضهيى . و
The Effectiveness of Teaching Science according to the Integrated
Model Based on Multiple Intelligences Theory and Learning Styles
Theory in Developing a Conceptual Understanding and Learning
Motivation among the Preparatory School Students
Malak Mohamed Al Soleem,
Princess Norah bent Abdurrahman Al-Saud- K.S.A University of
Abstract: The present study is devoted to investigate the effect of teaching science
according to integrated model based on multiple intelligences theory and learning styles
theory in developing a conceptual understanding and learning motivation among the
preparatory school students. The sample consist of (66) students from Riyadh Preparatory
Schools divided into tow groups (experimental and control), the control group studied
(subjects of properties of material) used regular method, while experimental group studied
the same subjects according to the integrated model. To verify the validity of the
hypotheses, researcher used tow tools (a conceptual understanding test and learning
motivation scale). Results showed the effectiveness of integrated model in developing
conceptual understanding and learning motivation and a positive relationship between the
conceptual understanding and learning motivation.
Keywords: teaching science; multiple intelligences; learning styles; conceptual
understanding; learning motivation; preparatory students; KSA.