Teach and learn through Multiple Intelligences (MI): an action-research study in a third-grade class of the 1st Cycle of Basic Education.

Authors

  • Inês Anastácio Instituto Politécnico de Santarém
  • Sónia Seixas Instituto Politécnico de Santarém

DOI:

https://doi.org/10.25746/ruiips.v8.i2.20660

Keywords:

1st Cycle of Basic Education, meaningful learning, multiple intelligences, multimodal methodology

Abstract

The study is based on the description of the multimodal methodology - Multiple Intelligence Theory (MI) by Howard Gardner (1983) -, and the main goal is to comprehend its contribution to the promotion of significant and contextualized learning according to the students’ needs. The study was conducted according to an action-research methodology, and was implemented in a third grade class (24 students), whose design consists of four phases: (i) analysis of the MI Theory; (ii) activity and didactic material planning; (iii) promotion; (iv) evaluation of the project (participant observation and documentary analysis). The results support the MI Theory contribution towards the development of a differentiated pedagogical practice in which the student’ potentialities are put in the foreground, promoting a motivating, significant and contextualized learning. The proposed activities boosted student interaction and more autonomous exploration. The selection of materials made possible the mobilization of different intelligences, having fulfilled the defined goals.

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Published

2020-07-31

How to Cite

Anastácio, I., & Seixas, S. (2020). Teach and learn through Multiple Intelligences (MI): an action-research study in a third-grade class of the 1st Cycle of Basic Education. Revista Da UI_IPSantarém, 8(2), 4–21. https://doi.org/10.25746/ruiips.v8.i2.20660

Issue

Vol. 8 No. 2 (2020): Thematic edition: Social Sciences and Humanities

Section

Papers

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