Applications of Multiple Intelligences Theory to Chemistry Teaching and Learning
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Applications of Multiple Intelligences Theory to Chemistry Teaching and Learning
Boo Hong Kwen
Chemical Education International ,
Vol. 3, AN-6, October 2002
There are two general views of intelligence–a view of intelligence as a trait, a more or less stable or "fixed" entity, or a view of intelligence as a quality that grows. Gardner’s theory of multiple intelligences is an example of the latter view of intelligence. This multiple intelligences theory (MIT) was developed "as a contribution of psychology and, most especially, as a counterweight to the predominant notion of a single intelligence, that is putatively measured adequately by a single short answer instrument." MIT assumes that intelligence is not a single fixed entity but is dynamic and multifaceted. It assumes each intelligence can be cultivated. It also assumes that all students have available, for stimulation, the entire array of human intelligences. This paper discusses the issues, implications, and applications of MIT in the context of chemistry teaching and learning.
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- From the Editor
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- A Challenge to the World’s Scientists
- Discover Chemistry in Europe
- Philosophy of Chemistry
- Countdown to Ottawa
- David Shaw Appointed to J. Phys. Chem. Ref. Data Editorial Board
- Data for Science and Technology
- Physical and Engineering Science in Health Care
- Boletin Electronico Latinoamericano
- Atmospheric Deposition and Its Impact on Ecosystems
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- Establishment of a System to Implement the Global Sharing of Chemical Education Reading Material with the Aid of Bi-Directional Machine Translation
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