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Capitalization of multiple intelligence types during the biology disciplines

Author(s): Mariana DUMITRU | Stela-Gabriela JELEA

Journal: Analele Universitatii din Oradea, Fascicula Biologie
ISSN 1224-5119

Volume: TOM XVII;
Issue: 1;
Start page: 100;
Date: 2010;
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Keywords: children | multiple intelligences | learning style | teaching biology

The study was conducted on a sample of children at the Lăpuş School with classes I-VIII, using the teaching/learning process of the biology disciplines. A key element in applying the theory of Multiple Intelligence in a classroom is knowing the intelligence profile of children. Differentiated teaching approach was designed based on the predominant types of intelligences. For this purpose we used various methods: questionnaire, observation of children as they are given various tasks, interview, development of projects, role play, the biographical method-personal history of child, analysis of activities' results (compositions, drawings, collages, portfolios), debates in pair-groups, and case studies. In child’s profile, (types of) intelligences become qualities that we capitalize in training, designing different teaching approach depending on predominant types of intelligences. The results appeared without delay. After a school's year that we worked differently with the children, they have improved school performance and became more interested in the study of biological disciplines thus arousing their curiosity and respect towards life.
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