Curriculum development of a multiple-intelligence-informed science unit: one teacher's process
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Authors
Saura, Karen Tomasco
Issue Date
2008
Type
Thesis
Language
en
Keywords
Teaching
Alternative Title
Abstract
The purpose of this thesis is to contribute to the ongoing conversation about Gardner's (2004) Multiple Intelligence (MI) theory, to review the literature on its effectiveness in teaching sixth graders when used as the academic framework for a science curriculum, and to suggest effective teaching strategies for an MI-informed science lesson. Teaching methodologies for science were surveyed and located within an MI framework. An MIinformed science lesson was produced, designed to reach and engage sixth graders. It is the proposition of this paper that by embedding MI-based teaching strategies into the curriculum, the subject matter will become accessible to all students through the differentiation inherent in teaching to all eight intelligences in a lesson. It is intended that the criteria put forth in this thesis can serve others to create and implement MI-informed science lessons.