The aim of this study was to evaluate to what extent class activities at the Elementary Science and Technology course address intelligence areas. The research was both a quantitative and a qualitative study. The sample of the study consisted of 102 4th grade elementary teachers, 97 5th grade elementary teachers, and 55 6th, 7th, and 8th grade science and technology teachers, including 254 teachers in total. The data in the study were collected through “The Inventory of Class Activities Done in line with the Intelligence Areas”, and “the Semi-structured Interview Form”. The quantitative data were analyzed by descriptive statistics such as mean, standard deviation, and one-way analysis of variance. The qualitative data were analysed by content analysis as well. It was found that teachers generally used activities addressing for all intelligence areas, they were aware of the multiple intelligence theory, not the subject teachers but the elementary teachers and the senior teachers use teaching activities for more than one intelligence area in their classes. It was determined from the teachers’ responses to the questionnaire that teachers were aware of the activities for intelligence areas. However, the interviews revealed that they could not transfer their knowledge about intelligence areas into their classes. Therefore; it could be observed and investigated why teachers did not implement their knowledge about multiple intelligence theory into their classes and their efforts in the preparation, planning, practice and evaluation phases of teaching.

The purpose of this study was to investigate the effects of Teaching Strategy based on Multiple Intelligences on students' academic achievement in sciences course. Totally 40 students from two different classes (Experimental N=20 and Control N= 20) participated in the study. They were in the fifth grade of elementary school and were selected through multi-stage clustered sampling. The group which was assigned as experimental group was instructed through Teaching Strategy based on Multiple Intelligences whereas the other group was traditionally instructed. This experimental study lasted 8 weeks. To determine the effectiveness of Teaching Strategy based on Multiple Intelligences over common teaching method (traditional instruction), an achievement test about sciences which consisted of 30 items was administered. For the statistical analysis, Analysis of Covariance (ANCOVA) was used. The results showed that students who were instructed through Teaching Strategy based on Multiple Intelligences were achieved higher score than the ones which were instructed through the traditional instruction.

Lesson content needs active engagement to excite student interest. Teachers face challenges on student engagement in classroom teaching where learning has become procedural. This field study developed an instructional module integrating the 5Es method of instruction anchored on Howard Gardner’s Theory of Multiple Intelligences. Chislett’s multiple intelligence (MI) test was administered to Grade 7 students and the Science teacher for learning needs assessment determining their dominant multiple intelligences. The dominant MI of the students determined the enrichment activities incorporated in the 5E-MI instructional module and teaching method. During implementation, the teacher and the students were observed to assess the perceived usefulness of the module. The study established that the 5E-MI instruction module was a useful lesson planning method to increase students' engagement, who were observed to be attentive and participative during the implementation. Lesson planning was ...

_______________________________________________________________ Abstract The study was a comparative analysis of the effects of inquiry-based and non-inquiry based multiple intelligence approach on pupils' interest in learning science. The study employed a quasi-experimental research design that used two intact classes of thirty (30) pupils each assigned to two groups, the inquiry-based group (A) and a non-inquiry based multiple intelligence approach group (B). A pre-test was administered in the subjects before the intervention using the adopted questionnaire (ISLQ) for surveying pupils' interest in learning science. The reliability of the eighteen (18) item questionnaire (ISLQ) was establishment at 0.76 by Cronbach Alpha. Treatment on the two groups was carried out for a period of eight (8) weeks after which a post-test was conducted using the reshuffled instrument (questionnaire). The study employed a quantitative analysis of descriptive statistics and inferential statistics in a bid to compare the effects of the two teaching approach. The mean, median and standard deviation with the ANCOVA were found suitable statistical test for comparing the effects of two different interventions as well as to confirm of there exist any statistically significant difference for the mean variables between the two groups after controlling newly formed defendant variables means on one or more covariates were used. Result shows that the inquiry-based multiple intelligence approach was better in arousing pupils' interest to learning science. The study therefore recommended the introduction and use of the inquiry-based multiple intelligence approach into primary, secondary and tertiary institutions to enhance students interest's in learning science to fruition.

Science lessons are the perfect framework for optimal development and valorization of multiple intelligences. Howard Gardner’s theory has opened new horizons concerning the understanding of the human mind, individualizing of teaching and streamline of learning. The creation of various educational contexts that respond to each student’s cognitive profile represents a requirement of the current quality education and contributes to the conscious assumption and proactive involvement of students in the learning process, as well as the transformation of the teacher’s role, from the leader of the lesson to learning facilitator.The traditional approaches related to science lessons involve the exploitation of certain types of intelligence, while the teaching act based on the exploitation of multiple intelligences contributes to the valorization of various types of intelligence in creative ways, supporting student uniqueness and personalized learning.The educational implications and the appli...