About this paper

Appears in:
Pages: 10550-10553
Publication year: 2019
ISBN: 978-84-09-12031-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2019.2667

Conference name: 11th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2019
Location: Palma, Spain

MULTIPLE INTELLIGENCES, MULTIPLE EFFECTS: A COLIMA CASE STUDY

It is crucial to train teachers to teach English using Multiple Intelligences (MI) by providing them with the tools to carry out a teaching process that includes students´ interests, likes, and skills. However, incorporating the variety of intelligences into the teaching of vocabulary in English could bring both, positive and negative results in the learning process, in the environment, and in the interests of the students. It was identified that the topic of research is relevant, it was identified as a research problem that it is important to analyze beyond what is known now. The following article discusses in depth those aspects on which the use of MI can have an impact. Using a qualitative research approach and having as general objective analyzing the effects produced by the activities based on the MI for the teaching of vocabulary in English to the children in the preoperational stages (superior) and the concrete operational, the study was applied to a sample limited to primary school children between six and ten years old in the municipality of Villa de Álvarez, Colima, who experienced working with activities focused on the eight different intelligences. The data collection was done through three different instruments: a test to determine the predominant intelligence of each student, a researcher´s field diary, and a subjects’ survey to evaluate each activity. In addition, parental authorization for using video recording and photography was requested as evidence of the study. The treatment of the test was carried out under the Gardner´s perspective and the MI Theory. The findings of the field diary were treated under the Charmaz´s Grounded Theory. The survey provided with relevant information from kids´ voices, basically related to their perception towards the MI activities. The obtained results are somewhat surprising, since they showed that although the student´s predominant intelligence works as motor which motivates and keeps the student interested and participative, it can also be a counterproductive force that distracts the student from completing the learning process as expected.
@InProceedings{NEPOMUCENOOLEA2019MUL,
author = {Nepomuceno Olea, Y. and Rubio Chiu, M. and Mayoral Valdivia, P.J.},
title = {MULTIPLE INTELLIGENCES, MULTIPLE EFFECTS: A COLIMA CASE STUDY},
series = {11th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN19 Proceedings},
isbn = {978-84-09-12031-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2019.2667},
url = {http://dx.doi.org/10.21125/edulearn.2019.2667},
publisher = {IATED},
location = {Palma, Spain},
month = {1-3 July, 2019},
year = {2019},
pages = {10550-10553}}
TY - CONF
AU - Y. Nepomuceno Olea AU - M. Rubio Chiu AU - P.J. Mayoral Valdivia
TI - MULTIPLE INTELLIGENCES, MULTIPLE EFFECTS: A COLIMA CASE STUDY
SN - 978-84-09-12031-4/2340-1117
DO - 10.21125/edulearn.2019.2667
PY - 2019
Y1 - 1-3 July, 2019
CI - Palma, Spain
JO - 11th International Conference on Education and New Learning Technologies
JA - EDULEARN19 Proceedings
SP - 10550
EP - 10553
ER -
Y. Nepomuceno Olea, M. Rubio Chiu, P.J. Mayoral Valdivia (2019) MULTIPLE INTELLIGENCES, MULTIPLE EFFECTS: A COLIMA CASE STUDY, EDULEARN19 Proceedings, pp. 10550-10553.
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