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Exploring multiple intelligences the...

Berkemeier, Ginny Y. Hew.

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Exploring multiple intelligences theory at a community college level.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Exploring multiple intelligences theory at a community college level./
Author:	Berkemeier, Ginny Y. Hew.
Description:	120 p.
Notes:	Mentor: Bruce Francis.
Contained By:	Dissertation Abstracts International63-02A.
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3043191
ISBN:	049356974X

Exploring multiple intelligences theory at a community college level.
Berkemeier, Ginny Y. Hew.

Exploring multiple intelligences theory at a community college level. - 120 p.

Mentor: Bruce Francis.

Thesis (Ph.D.)--Capella University, 2002.

The publication of “Frames of mind: The theory in practice”, (Gardner, 1983) has been used by educators in a variety of ways to make teaching and learning more meaningful. However, little attention has been focused on the MI teaching and learning of science at the higher education level. Consequently, the purpose of this study was four fold. The first purpose was to investigate adult learning through Multiple Intelligence Theory (MI) at the community college level. The second purpose was to determine where there were any differences among students in their perceived MI with regard to age and gender. The third purpose was to investigate the relationship between perceived and tested MI strength with regard to science and non-science courses. The fourth purpose was to determine which MI teaching value relates best with science and non-science courses. Study participants were enrolled in science courses from a Midwestern community college, Ozarks Technical Community College (OTC). The research methodology of this research study consisted of a combination of quantitative analysis; using an inventory and qualitative analysis; through group interviews. Many positive outcomes resulted from the study in areas such as the relationships between tested MI and perceived MI, student learning in science and non-science courses, and their relationships to age and gender. This study suggested the need for a variety of education and curriculum reform that should start with students' attitudes instead of classroom instruction or methods of teaching.

ISBN: 049356974XSubjects--Topical Terms:

1018008
Education, Community College.

Exploring multiple intelligences theory at a community college level.
LDR:02430nam 2200277 a 45 001 931065
005 20110429
008 110429s2002 eng d
020 $a 049356974X
035 $a (UnM)AAI3043191
035 $a AAI3043191
040 $a UnM $c UnM
100 1 $a Berkemeier, Ginny Y. Hew. $3 1254612
245 1 0 $a Exploring multiple intelligences theory at a community college level.
300 $a 120 p.
500 $a Mentor: Bruce Francis.
500 $a Source: Dissertation Abstracts International, Volume: 63-02, Section: A, page: 0472.
502 $a Thesis (Ph.D.)--Capella University, 2002.
520 $a The publication of “Frames of mind: The theory in practice”, (Gardner, 1983) has been used by educators in a variety of ways to make teaching and learning more meaningful. However, little attention has been focused on the MI teaching and learning of science at the higher education level. Consequently, the purpose of this study was four fold. The first purpose was to investigate adult learning through Multiple Intelligence Theory (MI) at the community college level. The second purpose was to determine where there were any differences among students in their perceived MI with regard to age and gender. The third purpose was to investigate the relationship between perceived and tested MI strength with regard to science and non-science courses. The fourth purpose was to determine which MI teaching value relates best with science and non-science courses. Study participants were enrolled in science courses from a Midwestern community college, Ozarks Technical Community College (OTC). The research methodology of this research study consisted of a combination of quantitative analysis; using an inventory and qualitative analysis; through group interviews. Many positive outcomes resulted from the study in areas such as the relationships between tested MI and perceived MI, student learning in science and non-science courses, and their relationships to age and gender. This study suggested the need for a variety of education and curriculum reform that should start with students' attitudes instead of classroom instruction or methods of teaching.
590 $a School code: 1351.
650 4 $a Education, Community College. $3 1018008
650 4 $a Education, Sciences. $3 1017897
690 $a 0275
690 $a 0714
710 2 0 $a Capella University. $3 1017687
773 0 $t Dissertation Abstracts International $g 63-02A.
790 $a 1351
790 1 0 $a Francis, Bruce, $e advisor
791 $a Ph.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3043191