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Identification of multiple intelligences for high school students in theoretical and applied science courses
Abstract
Historically educators in the United States have used the Stanford-Binet intelligence test to measure a students' ability in logical/mathematical and linguistic domains. This measurement is being used by a society that has evolved from agrarian and industrial-based economies to what is presently labeled a technological society. As society has changed so have the educational needs of the students who will live in this technological society. This study assessed the multiple intelligences of high school students enrolled in theoretical and applied science (physics and applied physics) courses. Studies have verified that performance and outcomes of students enrolled in these courses are similar in standardized testing but instructional methodology and processes are dissimilar. Analysis of multiple intelligence profiles collected from this study found significant differences in logical/mathematical, bodily/kinesthetic and intrapersonal multiple intelligences of students in theoretical science courses compared to students in applied science courses. Those differences clearly illustrate why it is imperative for educators to expand the definition of intelligence for students entering the new millennium.
Subject Area
Educational evaluation|Curricula|Teaching|Educational psychology|Science education
Recommended Citation
Wiseman, D. Kim, "Identification of multiple intelligences for high school students in theoretical and applied science courses" (1997). ETD collection for University of Nebraska-Lincoln. AAI9730283.
https://digitalcommons.unl.edu/dissertations/AAI9730283