Quality science education amongst the youth has become crucial to survive in the ever challenging 21st century world. Stakeholders at different levels are concerned that science education in Bhutan is not up to expected level. Science teachers of School X also experienced students’ poor performance. Predominance of teacher centered mode of instruction (traditional method) is one factor that hindered science learning.
Various literatures have cited the inherent potential of Multiple Intelligence (MI) teaching strategies to promote science learning, and provide students the learning platform depending upon their well-developed intelligence.This study was intended to promote science learning amongst the grade VIII students of School X through MI teaching strategies. 37 students were randomly sampled for the study and 11 students were selected from the sample population for the in-depth interview. The data were collected twice (baseline data before intervention with MI strategies, and post-line after the MI intervention strategies).
Science teachers intervened with teaching strategies based on eight intelligences for the period of two months addressing the learning barriers identified from base line data. The base line and post line data were analyzed and compared. The study revealed that MI teaching strategies upscale the science learning and understanding amongst the students. It indicated that incorporating MI teaching strategies improve science learning in students by fostering variety of teaching-learning activities; promoting different types of teaching learning material and encouraging students to actively participate in learning activities in the class.
Inhaltsverzeichnis (Table of Contents)
- Abstract
- Key words
- Introduction
- Reconnaissance
- Situational analysis
- Objective of the Study:
- Literature review
- Multiple intelligence and teaching strategies
- Research Methodology
- Analysis of base line data
- Teaching strategies
- Teaching Learning Material (TLM)
- Overall classroom interaction
- Students' expectation in science class
- Intervention strategies
- Comparison of base line data with Post-line data.
- Teaching strategies
- Teaching Learning Material (TLM)
- Overall classroom interaction
- Conclusion
- References
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
The study aims to improve science learning amongst grade VIII students of School X by incorporating Multiple Intelligence (MI) teaching strategies. The research seeks to enhance students' active participation in learning, improve teaching methods through MI strategies, and ultimately promote science learning.
- The impact of MI teaching strategies on student engagement and learning in science.
- The challenges of traditional teacher-centered instruction in science education and the need for learner-centered approaches.
- The application of MI strategies to cater to diverse learning styles and enhance student understanding of science concepts.
- The importance of quality science education in preparing students for the 21st century challenges.
- The need for collaborative efforts between educators and policymakers to improve science education in Bhutan.
Zusammenfassung der Kapitel (Chapter Summaries)
- Introduction: This chapter outlines the importance of quality science education for 21st-century youth and highlights the challenges faced by science teachers in School X, including students' poor performance and limited engagement. The research aims to address these issues by exploring the potential of MI teaching strategies.
- Reconnaissance: This chapter delves into the situational analysis, highlighting observations about students' passive learning styles and dependence on teachers. The chapter also reviews relevant literature on the effectiveness of MI teaching strategies and emphasizes the need for a paradigm shift from traditional teaching methods to learner-centered approaches.
- Objective of the Study: This chapter presents the specific objectives of the research, focusing on improving student learning, implementing MI teaching strategies, and promoting science learning.
- Literature review: This chapter examines the importance of science education in preparing students for global challenges and explores the limitations of the current education system in Bhutan. The chapter emphasizes the need for effective teaching strategies and explores the benefits of MI teaching strategies, citing various research studies that support their effectiveness in enhancing student learning.
- Multiple intelligence and teaching strategies: This chapter defines multiple intelligences and introduces Gardner's theory of eight intelligences. It explores specific teaching strategies that cater to each intelligence, providing practical examples for educators.
Schlüsselwörter (Keywords)
The key terms and focus topics of this research include science, Multiple Intelligence (MI), teaching strategies, student learning, learner-centered instruction, traditional teaching, and quality science education.
- Quote paper
- Post Graduate Diploma in Education (PgDE), B.Sc. in Life Science Sonam Rinzin (Author), Sonam Yudon (Author), Jigme Tshering (Author), Tashi Namgyel (Author), 2017, Promoting Science Learning amongst Grade VIII Students through Multiple Intelligence Teaching Strategies, Munich, GRIN Verlag, https://www.grin.com/document/419398
