1 Universidad Nacional Autónoma de México (MEXICO)
2 Instituto Politécnico Nacional (MEXICO)
3 Universidad Autónoma Chapingo (MEXICO)
About this paper:
Appears in: EDULEARN17 Proceedings
Publication year: 2017
Pages: 1262-1269
ISBN: 978-84-697-3777-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2017.1267
Conference name: 9th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2017
Location: Barcelona, Spain
The theory of multiple intelligences, launched by Howard Gardner in recent years, proposes that humans possess not only one but eight or more relatively autonomous intelligences [1]. According to Gardner, human intelligence should not be taken as a single character that every person has in variable degree. Instead, humans’ individuality relates to personal levels of innate or acquired multiple intelligences. Every one of these multiple intelligences has different levels as well as particular cognitive processes and development. Only two of these intelligences (linguistic and logical and mathematical) are currently tested at schools with the intelligence quotient (IQ) test. In order to fill this gap, we decided to investigate the status of multiple intelligences from students following the second year from the Chemistry Pharmacology and Biology curricula (QFB) in the Faculty for Higher Studies Zaragoza (FES-Z), UNAM. To this end, a questionnaire was applied, addressing the following areas of intelligence, as defined by Gardner: oral linguistic, logical and mathematical, musical, visual spatial, bodily kinaesthetic, interpersonal, intrapersonal and naturalistic. The questionnaire contains 112 questions and is meant to allow the students to determine by him or herself what is the level of their own talents, potentials and intelligences [2]. Sixty QFB students were tested. The results were scrutinized in relation to sex, age and scores obtained thus far during their university studies. A chi square test was used to analyse our results, which will serve to determine the personal status of intelligences development from our students. These results will also give us an opportunity to discuss with our students which are the areas of individual intelligence that require more attention and to assist them with academic activities that will help them to increase their development.

Supported by: DGAPA PAPIME PE210815

[1] Gardner, H. (2011). Frames of mind: The theory of multiple intelligences. New York: Basic books.
[2] Velasco M.G.G. (2012) Estilo, Competencias y Talento. México: Ed. Kyron
Multiple intelligences, student capabilities.