Applying the Multiple Intelligences Theory into Pedagogical Practice. Lessons from the Romanian Primary Education System

被引：8

作者：

Stanciu, Dorin ^{[1
]}

Orban, Ioan ^{[1
]}

Bocos, Musata ^{[1
]}

机构：

[1] Univ Babes Bolyai, Cluj Napoca 400029, Romania

来源：

TEACHERS FOR THE KNOWLEDGE SOCIETY | 2011年 / 11卷

关键词：

multiple intelligences; differentiated instruction; learning difficulties; academic results; learning outcomes; representation of learning contexts;

D O I：

10.1016/j.sbspro.2011.01.040

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Intelligence is largely viewed and accepted nowadays as modifiable and influenced by knowledge gained from various sources such as the personal experience or other systematic experiences. The person is born with a set of native abilities whose development is influenced by socio-educational factors. Education plays a significant role the identification, development and optimal utilization of the person's cognitive abilities within various educative contexts. Capitalizing on the multiple intelligences theory, we implemented our intervention on primary school students with learning difficulties. The study combines quantitative analysis with the qualitative insight based on a series of case studies. (C) 2011 Published by Elsevier Ltd. Selection and peer-review under responsibility of Masterprof team.

引用

页数：5

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