The application of the theory of multiple intelligences by elementary science teachers in Beirut private schools

النوع : Mémoire

Recent reform efforts in science education have drawn attention to the use of re presentations as tools for instruction and as goals of the curriculum. Therefore , successful learning in science requires skilled use, and often interpretation of a variety of representations. Howard Gardner's theory of multiple intelligenc es emphasizes that distinct symbolic systems are associated with each of a numbe r of intelligences. The importance of catering to diverse student profiles of ab ilities is an important implication of Gardner's theory. Therefore if recent ref orm efforts are to be successful, it is important that teachers are aware of Gar dner's theory, and its implications. This study aimed at investigating the exten t of application of the theory of multiple intelligences by elementary science t eachers in Beirut private schools. A total 64 cluster schools were randomly sele cted for a sample survey involving 255 teachers out of whom 141 completed the qu estionnaires. The following two questions were asked in this study. First, to wh at extent are the practices of elementary science teachers consistent with Gardn er's theory and to what extent are these practices strategic in classroom decisi ons? Second, what are the possible factors that influence the application of the theory inside classrooms? To answer these questions, two self report type instr uments were constructed, a questionnaire and an interview. The questionnaire con sists of four parts which provide data on: background information about teachers , extent of consistency of teachers' practices with the MI theory, teachers' ext ent of awareness of the theory, and teachers' extent of strategic use of MI. As for the interview, it was conducted with 16 teachers from 7 cluster schools for further understanding of the questionnaires' results. Results indicated that mos t elementary science teachers in Beirut tuition based schools are incorporating a wide range of representations in their teaching thereby being unintentionally consistent with Gardner's theory. Significant relationship was identified betwee n the range of representational systems used and the level of MI awareness, the age and experience levels, the educational level, and the language used in scien ce instruction.