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.
Table of Contents
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
Research Objectives and Focus Areas
This action research aims to enhance science learning for Grade VIII students at School X by addressing low academic performance and lack of student engagement through the implementation of Multiple Intelligence (MI) teaching strategies.
- Evaluating the effectiveness of transitioning from traditional, teacher-centered instruction to learner-centered approaches.
- Identifying and overcoming specific learning barriers in the science classroom, such as dependency on lectures and inadequate teaching materials.
- Implementing diverse teaching activities based on Gardner's eight intelligences to cater to individual student needs.
- Analyzing the impact of intervention strategies on student attitudes, participation, and ability to apply scientific concepts to daily life.
Excerpt from the Book
Multiple intelligence and teaching strategies
It is of the utmost importance that we recognize and nurture all of the varied human intelligences, and all of the combinations of intelligences. We are all so different largely because we all have different combinations of intelligences. If we recognize this, I think we will have at least a better chance of dealing appropriately with the many problems that we face in the world (Gardner in Armstrong, 2009, p.5).
Accordingly Gardner argued intelligence as the ability to resolve problems or to design products that are valued in one or more cultural settings. He then proposed the existence of a number of relatively independent human intelligences; linguistic, logical–mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal and naturalistic.
Linguistic intelligence is capacity to use words effectively in written or verbal form. It is sensitive to the sounds, rhythm and meaning of word; sensitivity to different functions of language. The intelligence includes manipulation of structure, sounds and meanings of language, and the practical uses of language (Gardner & Hatch, 1989; Armstrong, 2009). Five teaching strategies suitable for such intelligence are story-telling, brainstorming, journal writing, publishing and tap recording (Armstrong, 2009).
Logical-mathematical intelligence is ability to use numbers effectively and to reason well. A person with logical-mathematics is sensitive to logical or numerous patterns, statements and propositions (cause-effect), functions, and other related abstractions (Gardner & Hatch, 1989; Armstrong, 2009). Five possible teaching strategies according to Armstrong (2009) are classification and categorization, heuristic, science thinking, calculation and quantification and Socratic questioning.
Spatial intelligence is expertise in perceiving the visual-spatial world accurately and to perform innovative transformations after perceptions. It involves sensitivity to color, line, shape, form, space, and the relationship that exists between these elements and abstractions (Gardner & Hatch, 1989; Armstrong, 2009). The five teaching strategies as suggested by Armtsrong (2009) are color cues, visualization, idea sketching, graphic symbol and picture metaphor.
Chapter Summaries
Introduction: Outlines the necessity of quality science education for 21st-century survival and identifies the specific challenges faced by students at School X.
Reconnaissance: Establishes the pre-beginning stage of the action research, including situational analysis of current instructional hurdles and a literature review.
Research Methodology: Details the research design, including the selection of 37 participants and the use of both quantitative surveys and qualitative interviews to gather data.
Analysis of base line data: Presents the initial findings on student performance and identifies major learning barriers such as traditional lecture methods and lack of teaching resources.
Intervention strategies: Describes the two-month period during which teachers implemented specific activities mapped to the eight Multiple Intelligence areas.
Comparison of base line data with Post-line data: Compares initial findings with post-intervention results to measure the improvement in student engagement and learning outcomes.
Conclusion: Synthesizes the results, confirming that MI strategies effectively promote learner-centered instruction and improve student attitudes toward science.
Keywords
Science, Multiple Intelligence, MI, Teaching strategies, Student learning, Action research, Learner-centered instruction, Bhutan, Grade VIII, Classroom interaction, Educational intervention, Science education, Pedagogical shift, Student engagement, Academic performance.
Frequently Asked Questions
What is the primary focus of this research?
The research focuses on improving science learning outcomes for Grade VIII students at School X by replacing traditional teacher-centered instruction with Multiple Intelligence (MI) teaching strategies.
What are the main thematic areas covered?
The work explores classroom instruction methods, the usage of teaching and learning materials (TLM), student-teacher interaction, and the application of scientific concepts to daily life.
What is the central research question?
The study specifically asks: "How can we enhance science learning amongst the class VIII students of School X?"
Which scientific method does the study employ?
The study utilizes an action research design, collecting data through pre-intervention and post-intervention quantitative surveys, semi-structured interviews, and lesson observations by critical friends.
What is discussed in the main body of the work?
The main body examines the analysis of baseline data, the specific interventions implemented based on the eight intelligences, and a comparative analysis of the results before and after these interventions.
Which keywords best characterize this publication?
Key terms include Multiple Intelligence (MI), Science Education, Learner-centered Instruction, Teaching Strategies, and Action Research.
How did the MI intervention affect the classroom dynamic?
The intervention fostered more active participation, reduced student shyness and fear of teachers, and encouraged collaborative learning through group work and diverse activities.
Did the use of Teaching Learning Materials (TLM) change?
Yes, the use of diverse TLMs increased significantly post-intervention, moving away from a reliance on only chalk and board to using models, diagrams, and video clips.
What role does the "Reconnaissance" phase play?
This phase serves as the critical analysis stage, allowing researchers to diagnose the existing problems and review relevant literature before initiating the intervention.
What future research is suggested in the conclusion?
The conclusion suggests that future studies should focus on the implications of MI strategies in curriculum design, assessment methods, and their potential application in subjects other than science.
- Citar trabajo
- Post Graduate Diploma in Education (PgDE), B.Sc. in Life Science Sonam Rinzin (Autor), Sonam Yudon (Autor), Jigme Tshering (Autor), Tashi Namgyel (Autor), 2017, Promoting Science Learning amongst Grade VIII Students through Multiple Intelligence Teaching Strategies, Múnich, GRIN Verlag, https://www.grin.com/document/419398
