What are the effects of multiple intelligencece theory on middle school students' understanding of health enhancement and science concepts?

Abstract

Twenty-two student in on section of middle school science were the focus of study on the effects of using Howard Gardner's theory of multiple intelligence to drive instruction on understanding middle school health enhancement and science concepts. Two nontreatment units were taught in a more traditional teacher-centered teaching style of teaching. The other three treatment units were taught using a variety of strategies driven by the theory of Multiple Intelligences. The data from the Multiple Intelligence Survey showed each students strongest learning style as well as the most challenging style of learning to learn from. The results from the assessment were then categorized by how each piece of curriculum was taught and then compared to the results from the Multiple Intelligence Survey. Due to the data collected from each teacher, the responses from the students within the surveys, and the data from the assessments the project revealed the value of using the theory of Multiple Intelligences to drive instruction.