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Multiple Intelligences: Educational and Cognitive Development with a Guiding Focus

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Title: Multiple Intelligences: Educational and Cognitive Development with a Guiding Focus
Language: English
Authors: Berrios Aguayo, Beatriz (ORCID 0000-0002-3791-2906), Arazola Ruano, Cristina (ORCID 0000-0001-9323-7426), Pantoja Vallejo, Antonio (ORCID 0000-0001-5374-4378)
Source: South African Journal of Education. May 2021 41(2).
Availability: 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
Peer Reviewed: Y
Page Count: 10
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: 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
Geographic Terms: Spain
Assessment and Survey Identifiers: Goodenough Harris Drawing Test
ISSN: 0256-0100
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.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1304064
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Berrios+Aguayo%2C+Beatriz%22">Berrios Aguayo, Beatriz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3791-2906">0000-0002-3791-2906</externalLink>)<br /><searchLink fieldCode="AR" term="%22Arazola+Ruano%2C+Cristina%22">Arazola Ruano, Cristina</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9323-7426">0000-0001-9323-7426</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pantoja+Vallejo%2C+Antonio%22">Pantoja Vallejo, Antonio</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5374-4378">0000-0001-5374-4378</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22South+African+Journal+of+Education%22"><i>South African Journal of Education</i></searchLink>. May 2021 41(2).
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  Data: 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
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  Data: 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.
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      – Text: English
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      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Multiple Intelligences
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      – SubjectFull: Learning Theories
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      – SubjectFull: Correlation
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      – SubjectFull: Cognitive Ability
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      – SubjectFull: Spain
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      – SubjectFull: Goodenough Harris Drawing Test
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      – TitleFull: Multiple Intelligences: Educational and Cognitive Development with a Guiding Focus
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