He has written many books, including the unschooled mind; how children think and how schools should teach (1991), The Disciplined Mind: Beyond facts and standardized tests (1999). Will we continue to be measured by “IQ”, or will Gardner’s ideas takeover current systems of intelligence testing, such as
Accordingly, in developing MI theory and its broader characterization of intelligence, Gardner did not focus on the creation and interpretation of psychometric instruments. Rather, he drew upon research findings from evolutionary biology, neuroscience, anthropology, psychometrics and psychological studies of prodigies and savants. Through synthesis of relevant research across these fields, Gardner established several criteria for identification of a unique intelligence (see Table
Gardner’s MI theory as cited in (Armstrong, 2009) described the nine intelligences namely; verbal/linguistic, logical-mathematical, visual/spatial, bodily kinesthetic, musical, interpersonal, intrapersonal, naturalist, and existential intelligence. He also adds some important ideas about MI. Gardner believed that every individual possesses the nine intelligences, and every person has different dominant intelligences that can be strengthen if given appropriate encouragement, enrichment, and instruction. But, (Armstrong, 2009) describe some critics about MI theory. MI theory lacks of empirical support and also there are no solid research support for MI in the classroom.
This part summarizes the findings and presents the implications, limitations of the study and some recommendations for further research. 1. Conclusion The study aims at pointing out common grammatical errors in writing made by intake 11 English major students at HaUI. The main objectives of the research are to find out the most common grammatical errors in the first-year students’ writing, some causes and possible solutions to minimize them. In order to answer three research questions proposed in the introduction, quantitative was applied as the main method.
It was first published in his book ‘Frames of Mind : The theory of Multiple Intelligence. (1983)’ Gardner challenged the notion of ‘g’ and gave a broad base to the concept of intelligence and its measurement by providing a multiple frame. He asserted that human intelligence can be best described as a set of individual’s multiple abilities related to a multiple number of domains of knowledge in a particular cultural setting .Elaborating his pluralistic view of intelligence he concluded that there are nine types of intelligence and each one is relatively autonomous and capable of functioning independently of the others. They are Linguistic, Logical-mathematical, Spatial, Musical, Bodily-Kinaesthetic, Interpersonal, Intra-personal, Naturalistic, Existential etc.. Linguistic Intelligence is responsible for all kinds of linguistic competence –abilities which can be best broken down into components like syntax, semantics, pragmatics, written or oral expression and understanding. This type of intelligence is most visible in lawyers, lecturers, writers and
Research Proposal Name: Miss Kaewkarn Noonpakdee Date: 27th July 2014 E-mail: Knoonpakdee@gmail.com Telephone: 080-460-4642 Number of credit: 3 credits Supervisor: Dr. Punyapa Saengsri Research Title: A study of collocation error types in students’ writing Research questions: 1.What collocation error types are made by the participants? 2. What are sources of collocation error? Rationale of the study: Collocation is significant knowledge for EFL learners to acquire. As many researchers (Brown, 1974; Bahn&Eldaw, 1993; Howarth, 1998) have found that collocational knowledge benefits second language learners in their language competence, communicative competence and native-like fluency.
Although areas of knowledge are completely different from each other, they still have similar characteristics and are interdependent. Without progress in an area of knowledge the progress other areas of knowledge are burdened. The areas of knowledge are both interconnected and have topics that are interlinked. Leonardo Da Vinci ones said, “Realize that everything connects to everything else.” and Margaret J. Wheatley said, “We know from science that nothing in the universe exists as an isolated or independent entity” This shows that no matter how isolated a subject may be, one or more of its components always tend to be related to other areas of knowledge. At the same time, although it contradicts the previous statements, there are times
The first to be employed questionnaire is the socio-cultural identity designed by (berzonsky,1989). It is in a Linkert-scale format containing 30 items ranging from completely disagree to completely agree. This questionnaire will be adapted by the help of professionals to become standard for Iranian context. In order to assure about the reliability and validity of these instruments, they will be piloted among 20 teachers and after calculating its reliability through Cronbach alpha formula. Global identity questionnaire containing 30 items will be developed with the goal of considering Iran socio-cultural context.
HOWARD GARDNER & MULTIPEL INTELIGENCE Howard Gardener proposes Intelligence as a profile demonstrating a singular 's relative qualities and shortcoming accross seven spaces or intelligences. Plant specialist has no complaint in utilizing word TALENT as a part of spot of intelligences, gave that it is perceived that dialect and mathametical abilities are themselves skills.Gardner characterized the initial seven intelligences in Frames of Mind in 1983. He included the last two in Intelligence Reframed in 1999. Conventioneal Deffination Gardner 's MI Theory tested conventional convictions in the fields of instruction and subjective science. As indicated by a tradtional defination,intelligence is a uniform subjective limit individuals are conceived with.
The questionnaire used contains psychometric questions to measure the attributes of various personalities. For the data analysis descriptive as well as inferential statistical tools-Chi square, correlation and others were used. Nine Cell Matrixes of Student Personalities: On the basis of the study over 101 students of UPTU, researcher classified the students into three classes-on the basis of academic performance, and on the basis of classroom attendance. It was found that one can easily segment these students on this matrix and these cells are significantly different from each other. Methodology for classification of Students The researcher used two dimensions to classifying the student personalities.