Résumé
El objetivo de esta investigación es conocer cómo afecta la aplicación de las inteligencias múltiples, a modo de estrategia de enseñanza, en el desarrollo de las capacidades cognitivo-motrices y las actitudes socioafectivas en la asignatura de Educación Física durante la pandemia. El enfoque de este estudio fue cuantitativo- cualitativo, con un diseño experimental. Para esto, se propuso un taller de capacitación sobre inteligencias múltiples y se le aplicó, como estrategia de aprendizaje, a un docente de Educación Física de séptimo grado en una institución privada de la ciudad de Quito, implementando este conocimiento en las clases del paralelo A como grupo experimental. En la evaluación, se observó que existe un mejor nivel de aprendizaje en este grupo experimental, en comparación con el grupo de control. Como conclusión, se debe señalar que los docentes de Educación Física deben incluir las inteligencias múltiples como una estrategia de aprendizaje en las planificaciones y evaluaciones debido a la mejora en los procesos educativos. Esta propuesta permite el trabajo cooperativo, la integración y la inclusión, además, esto favorece el ritmo y la forma de aprender de los estudiantes a través de la ejecución de actividades de tipo cognitivas, sociales, afectivas y motrices. Estas inteligencias mejoran el aprendizaje y generan en los estudiantes la autonomía de la actividad física para la vida, en la práctica.
O fim desta investigação é descobrir como a aplicação de inteligências múltiplas, como estratégia de ensino, afecta o desenvolvimento de competências cognitivo-motoras e atitudes sócio afetivas no tema da Educação Física durante a pandemia. A aproximação deste estudo foi quantitativa-qualitativa, com um desenho experimental. Para este efeito, foi proposta uma oficina de formação sobre inteligências múltiplas e aplicada como estratégia de aprendizagem para um professor de Educação Física do sétimo ano de uma instituição privada na cidade de Quito, implementando estes conhecimentos em aulas paralelas A como um grupo experimental. Na avaliação, observou-se que existe um melhor nível de aprendizagem neste grupo experimental em comparação com o grupo de controlo. Em conclusão, é de notar que os docentes de Educação Física devem incluir múltiplas inteligências como estratégia de aprendizagem no planeamento e avaliações devido à melhora dos processos educativos. Esta proposta permite o trabalho cooperativo, integração e inclusão, bem como favorecer o ritmo e a forma de aprendizagem dos estudantes através de atividades cognitivas, sociais, afetivas e motoras. Estas inteligências melhoram a aprendizagem e geram nos estudantes a auto segurança da atividade física para a vida, na prática.
The objective of this research is to know how the application of multiple intelligences, as a teaching strategy, affects the development of cognitive-motor skills and socio-affective attitudes in the subject of Physical Education during the pandemic. The approach of this study was quantitative-qualitative, with an experimental design. For this, a training workshop on multiple intelligences was proposed and applied, as a learning strategy, to a seventh grade Physical Education teacher in a private institution in the city of Quito, implementing this knowledge in parallel A classes as an experimental group. In the evaluation, it was observed that there is a better level of learning in this experimental group, compared to the control group. As a conclusion, it should be noted that Physical Education teachers should include multiple intelligences as a learning strategy in planning and evaluations due to the improvement in educational processes. This proposal allows cooperative work, integration and inclusion, in addition, it favors the rhythm and way of learning of students through the execution of cognitive, social, affective and motor activities. These intelligences improve learning and generate in students the autonomy of physical activity for life, in practice.
Résumé
Objective:To explore the effect of multiple intelligences theory combined with the analysis, design, development, implementation, and evaluation (ADDIE) model in surgical clinical practice teaching.Methods:A total of 100 residents trained in Department of Gastrointestinal Surgery of Heping Hospital Affiliated to Changzhi Medical College from July 2019 to April 2020 were randomly divided into the control group ( n=50) and the observation group ( n=50). The control group used the ADDIE model, and the observation group adopted the multiple intelligences theory combined with the ADDIE model. The teaching assessment of the two groups was compared, and the core competence, critical thinking ability, self-evaluation, and teaching satisfaction of the two groups were evaluated. SPSS 22.0 was used for Chi-square test and t-test. Results:The scores of basic knowledges of gastrointestinal surgery, surgical clinical thinking and case analysis, routine skills and operations, and the total scores in the observation group were higher than those in the control group ( P<0.05). The scores of professional knowledge and skills, patient safety and rights, scientific research and academic ability, professional ethics, teamwork, personal and professional development ability in the observation group were higher than those in the control group ( P<0.05). While, there was no significant difference in the mastering of knowledge between the two groups ( P>0.05). The four dimensions of learning interest, self-learning ability, innovation ability, and clinical thinking establishment in the observation group were higher than those in the control group ( P<0.05). Conclusion:Multiple intelligences theory combined with ADDIE model in surgical clinical practice teaching can improve the teaching assessment results, significantly enhance the core competence, stimulate the learning interest, cultivate the self-learning ability and innovation ability of residents, and help them to establish clinical thinking ability.
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Introducción: Este estudio desarrolla una propuesta metodológica de inclusión de tres niños con síndrome Down en colegios de educación inicial Regular, Perú; cuyo proceso se desarrolló atendiendo a las inteligencias múltiples. Objetivo: Diseñar una estrategia didáctica que responda a la diversidad a fin de potenciar las inteligencias múltiples de niños del nivel de educación inicial. Métodos: Fue una investigación cuantitativa: diseño preexperimental y cualitativo. Se aplicó el test sobre inteligencias múltiples, cuyos resultados permitieron diversificar las estrategias metodológicas y la evaluación de los aprendizajes. Conclusiones: Los niños con síndrome de Down desarrollan formas de pensamiento lógico, creativo, demuestran poseer una memoria y buen nivel de socialización. Se logró mejoras significativas en el 58 porciento de las inteligencias múltiples de los niños participantes en el estudio(AU)
Introduction: This study develops a methodological proposal of inclusion of three children with Down syndrome in regular initial education schools, whose process was developed according to multiple intelligences. Methods: It was a quantitative research: pre-experimental and qualitative design. The test was applied on multiple intelligences, whose results allowed to diversify the methodological strategies and the evaluation of the learning. Conclusions: Children with Down syndrome develop logical, creative thinking, demonstrate a memory and a good level of socialization. Significant improvements were achieved in 58 percent of the children's multiple intelligences(AU)
Sujets)
Humains , Mâle , Femelle , Enfant d'âge préscolaire , Enfant , Syndrome de Down , Syndrome de Down/épidémiologie , Études d'évaluation comme sujet , PérouRésumé
Resumo Este estudo pretende avaliar as inteligências múltiplas das crianças portuguesas em idade escolar através do Multiple Intelligence Survey for Kids de Laura Candler. Após tradução e retrotradução e da respetiva validação junto de experts, o instrumento foi aplicado a 112 crianças do ensino fundamental público (1° ciclo do ensino básico), dos 6 aos 10 anos, 61% do sexo masculino. Os resultados indicam que as inteligências com valores mais elevados são a visuo-espacial, corporal-cinestésica, naturalística e interpessoal. Não existem diferenças de género exceto nas inteligências linguístico-verbal e musical, com as meninas a apresentarem valores superiores aos meninos. Os dados mostram a existência de todas as inteligências propostas por Howard Gardner e os perfis variam de criança para criança.
Abstract This study aims to evaluate Portuguese primary school children multiple intelligences. The participants were 112 children from public Portuguese schools, aged from six to ten years old, 61% male. The instrument used was the Portuguese adaptation of Laura Candler Multiple Intelligence Survey for Kids. After translation and retro translation, the scale was applied to the children, individually or in small groups. The results show that visuospatial, kinesthetic, naturalistic and interpersonal are the intelligences with higher values. There are no differences between gender except on linguistic-verbal and musical intelligences, with the girls presenting higher values. Data show the existence of all intelligences proposed by Howard Gardner, with variations among the children.
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El objetivo de la presente investigación fue relacionar los estilos de aprendizaje, la habilidad emocional, las inteligencias múltiples y la detección emocional a través de la mirada en una selección de estudiantes de educación física de Chile. Para ello se utilizó una muestra de 116 estudiantes de educación física de una universidad privada de Santiago de Chile. Se aplicó el CHAEA-36, el cuestionario de inteligencia emocional de Rego y Fernandes, el Multiple Intelligences Developmental Assessment Scales (MIDAS) y el test de la mirada de Baron-Cohen. Los resultados muestran un mayor puntaje en el estilo de aprendizaje reflexivo, seguido del teórico, pragmático y activo. En la habilidad emocional la dimensión con mayor puntaje fue empatía y con menor valoración, la sensibilidad emocional. En las inteligencias múltiples la más desarrollada fue la interpersonal y con menor puntuación, la musical. La puntuación mínima lograda en el test de miradas fue de 11 puntos y la máxima 28, con una media de 21,3 ± 3,34. Se encontraron algunas relaciones bajas entre las variables estudiadas. Se sugieren nuevas investigaciones en muestras de mayor envergadura y en diferentes regiones del país para establecer resultados más representativos de esta población.
The aim of the present investigation was to relate learning styles, emotional ability, multiples intelligences and emotional detection through the look on a sample of physical education students from Chile. For it there was in use a sample of 116 physical education students from a private university in Santiago of Chile. The CHAEA-36, the Rego and Fernandes emotional intelligence questionnaire, the Multiple Intelligences Developmental Assessment Scales (MIDAS) and the test of the Baron-Cohen gaze test were applied. The results show a higher score in reflexive learning style, followed by theoretical, pragmaticand active. In emotional ability, the dimension with the highest score was empathy and with the lowest valuation was emotional sensitivity. In the multiple intelligences the most developed was the interpersonal and with lowest score was the musical. The minimum score obtained in the gaze test was 11 points and the maximum 28, with an average of 21,3±3,34. Some low relationships between the studied variables were found. Further investigations are suggested in larger samples and in different regions of the country to establish more representative results of this population.
Sujets)
Humains , Mâle , Femelle , Adolescent , Adulte , Jeune adulte , Aptitude , Éducation physique et entraînement physique , Étudiants , Émotions , Apprentissage , Chili , Enquêtes et questionnaires , Intelligence émotionnelleRésumé
Resumen Este artículo tuvo como objetivo validar una escala de habilidades de múltiples inteligencias para jóvenes. Participaron 1501 estudiantes con edades entre 16 y 24 años de una universidad estatal del Caribe colombiano. La escala se compone de ocho subescalas, que corresponden a un tipo de inteligencia diferente, y el análisis factorial exploratorio reveló una solución factorial satisfactoria. El índice general de alfa de Cronbach fue de 0,864 y de 0,873 para los elementos tipificados. Fueron verificadas correlaciones positivas entre las diferentes subescalas y los valores de las comunalidades revelaron factores comunes a todos los ítems y, por tanto, se demostraron diferentes aspectos de validez de constructo para la escala.
Abstract The present study aimed to validate a Multiple Intelligence Skills Scale for young people. 1501 students aged between 16 and 24 years of age from a Colombian State University of the Caribbean participated. The Scale consists of 8 subscales, corresponding to a different type of intelligence, and the Factorial Analysis of Exports revealed a satisfactory factorial solution. Cronbach's overall Alpha index was 0.864 and 0.873 for the typed elements. Positive correlations were verified between the different subscales and the values of the commonalities revealed factors common to all the items and therefore, different aspects of construct validity for the Scale were demonstrated.
Résumé
Introducción: la teoría de las inteligencias múltiples representa una visión innovadora en el campo de la psicología de la educación, pues brinda un marco diferente para el mejor encuadre del proceso de enseñanza-aprendizaje. En esta perspectiva la evaluación de los tipos de inteligencias múltiples adquiere fundamental importancia. Objetivo: identificar las inteligencias múltiples de un grupo de estudiantes de segundo año de la carrera de Medicina en la Facultad de Ciencias Médicas de Matanzas. Materiales y métodos: de una población de 410 estudiantes de segundo año de la carrera de Medicina en la Facultad de Ciencias Médicas de Matanzas que cursan la asignatura Psicología Médica I, se escogió una muestra de 20 estudiantes mediante un muestreo no probabilístico intencionado a quienes se les aplicó el Inventario de InteligenciasMúltiples para adultos,formulario de setenta preguntas, basado en los postulados originales de la teoría de las inteligencias múltiples de Howard Gardner. Resultados: se reveló que las inteligencias más desarrolladas en los sujetos estudiados fueron la inteligencia interpersonal, la lingüística y la intrapersonal. Conclusiones: en el perfil de inteligencia de cada sujeto, las inteligencias personales y la lingüística muestran el más alto desarrollo, en combinación con la inteligencia lógico-matemática, la espacial, la musical y la cinético-corporal (AU).
Introduction: the theory of the multiple intelligence is an innovating vision in the field of the educational psychology, because it gives a different framework for better approaching the teaching-learning process. Therefore, the evaluation of the kinds of multiple intelligences gets main importance. Objective: to identify the multiple intelligences of a group of second-year students of Medicine in the Faculty of Medical Sciences of Matanzas. Materials and methods: a sample of 20 students was chosen from the population of 410 second-year students of Medicine who study Medical Psychology I in the Faculty of Medical Sciences of Matanzas using an intentioned non-probabilistic sampling. They applied the Inventory of Multiple Intelligence for adults, a formulary of 60 questions based in the original postulates of Howard Garner´s theory of multiple intelligences. Results: it showed that the most developed intelligences in the studied subjects were the interpersonal, linguistic and intrapersonal ones. Conclusions: in the intelligence profile of each subject, the personal and linguistic intelligences show the highest development, combined with the logical-mathematical, spatial, musical and bodily-kinesthetic ones (AU).
Sujets)
Humains , Psychologie de l'éducation , Étudiant médecine/psychologie , Intelligence , Tests d'intelligence , Universités , Épidémiologie Descriptive , Études transversales , Entretiens comme sujet , Observation/méthodes , Recherche qualitative , Études d'évaluation comme sujet , Corps enseignant et administratif en médecine , Personnel de l'éducationRésumé
Objective To explore the practical effects of multiple intelligence theory applied in Obstetrics and Gynecology clinical internship teaching for the medical students.Methods The Eight-year program medical students in the classes of 2009 and 2010 were collected,among which 45 students in theexperimental group were taught by multiple intelligence theory,and 40 students in the control group were taught by traditional teaching methods.The results determined by the questionnaire survey,written test scores,operation test scores,medical documents writing results,usual performance and teachers' job evaluation.The data were analyzed by SPSS 17.0 statistical software,chi-square test and t test.Results Compared with control group,the written test scores,operation test scores,medical documents writing results,usual performance,the student questionnaire and teachers' self work evaluation of the experimental group were significantly higher (89.720 ± 8.147) vs.(81.140 ± 9.142),(88.230 ± 4.328) vs.(80.360 ± 5.621),(86.530 ± 2.641) vs.(81.580 ± 2.036),(87.650 ± 3.957) vs.(82.360 ± 6.392),which showed statistically significant difference (P＜0.05).The experimental group students think the teaching methods with multiple intelligence theory are novel,producing following positive effects in fully inspiring learning initiative,fostering the ability of independent study,enlightening clinical thinking,strengthening collective cooperation and improving the ability of doctor-patient communication and problem-solving etc.Conclusions It shows that the application of multiple intelligences theory in Obstetrics and Gynecology clinical internship for the medical students could motivate the students' self-confidence and enthusiasm,and contribute to train high quality medical talent,Meanwhile,the higher requirements are needed for teachers.It is worth promoting the application.
Résumé
Resumen A partir del Inventario de Autoeficacia para Inteligencias Múltiples (IAMI), desarrollado en Argentina por Pérez, Beltramino y Cupani (2003), presentamos una adaptación abreviada para adolescentes españoles (IAMI-M40). IAMI evalúa la autoeficacia que los adolescentes tienen sobre las distintas inteligencias múltiples (IIMM) propuestas por Gardner (1999). En una muestra de estudiantes españoles de educación secundaria de 11 a 19 años (n = 313), se evaluó su inteligencia fluida (PMA-R), cristalizada (16-PF-R) y emocional (TEIQue-ASF), y su nivel de IIMM mediante una adaptación española. El análisis factorial exploratorio de la adaptación española identificó ocho factores correspondientes a cada tipo de inteligencia del modelo de Gardner (1999), reteniendo 40 ítems de los 69 originales. Los resultados avalan la fiabilidad y la validez convergente del IAMI-M40.
Abstract From the Self-Efficacy Inventory for Multiple Intelligences (IAMI), developed in Argentina by Pérez, Beltramino and Cupani (2003), we present a shortened adaptation of this self-report for Spanish adolescents (IAMI-M40). IAMI evaluates the self-efficacy that adolescents have about the different multiple intelligences (IIMM) proposed by Gardner (1999). In a sample of Spanish secondary school students 11 to 19 years (n = 313), its fluid (PMA-R), crystallized (16-PF-R), and emotional intelligence (TEIQue-ASF) and their level of IIMM by an Spanish adaptation of IAMI was assessed. Exploratory factor analysis of the Spanish adaptation of IAMI identified eight factors for each type of intelligence according to the Gardner's (1999) model, holding 40 items of the 69 original. The results support the reliability and convergent validity of IAMI-M40.
Sujets)
Adolescent , Auto-efficacité , IntelligenceRésumé
Abstract: introduction: nowadays the incorporation and validation of learning styles and multiple intelligences enable teachers to obtain positive results in academic performance. This new approach has allowed to appreciate personal differences in dental students and strengthen their underdeveloped aspects, improving teaching and learning skills. Objective: To compare learning styles and multiple intelligences in a sample of Mexican dental students in their first and tenth semester. Materials and Methods: A cross-sectional study using questionnaires on learning styles (Honey-Alonso) and Gardners multiple intelligences was performed. The study was applied to 123 students in their first semester and 157 in their tenth semester at the School of Dentistry at Universidad Autónoma de Nuevo León, evaluating differences between age and sex. Results: Logical-Mathematical intelligence (p=0.044) and Kinesthetic-Corporal intelligence (p=0.042) showed significant differences between students of both semesters, with intrapersonal and interpersonal intelligences being more prevalent. Within learning styles, the prevalent were Reflexive and Theoretical, showing a significant difference between semesters (p=0.005). Conclusion: The most prevalent learning styles in both groups were Reflexive and Theoretical, with no difference between both sexes. The most prevalent types of multiple intelligences in both sexes and groups were interpersonal and intrapersonal.
Resumen: Introducción: Hoy en día la valoración de estilos de aprendizaje e inteligencias múltiples permiten a profesores obtener un resultado favorable en el rendimiento académico. Estos permiten apreciar las diferencias personales de los estudiantes de odontología y apoyar los dominios menos desarrollados, mejorando las habilidades de enseñanza y aprendizaje. Objetivo: Comparar los estilos de aprendizaje e inteligencias múltiples de una muestra de estudiantes mexicanos de primer y décimo semestre de odontología. Materiales y métodos: Se realizó un estudio transversal aplicando los cuestionarios de estilos de aprendizaje (Honey-Alonso) y de Inteligencias múltiples de Gardner. El estudio fue aplicado en 123 alumnos de primer semestre y 157 alumnos de décimo semestre de la Facultad de Odontología de la Universidad Autónoma de Nuevo León, evaluando sus diferencias entre edad y sexo. Resultados: La inteligencia Lógico-Matemática (p=0,044), como en la Kinestésica-Corporal (p=0,042) presentaron diferencias significativas entre semestres, siendo predominantes las inteligencias Intrapersonal e Interpersonal. Dentro de los estilos de aprendizaje, los estilos predominantes fueron el Reflexivo y el Teórico, presentando diferencia significativa entre semestres (p=0,005). Conclusión: Los estilos de aprendizaje predominantes en ambos grupos fue el Reflexivo y Teórico sin diferencias entre sexo y la Inteligencia Múltiple predominante en ambos sexos y grupos fue Interpersonal e Intrapersonal.
Sujets)
Mâle , Femelle , Humains , Adulte , Jeune adulte , Intelligence , Apprentissage , Étudiant dentisterie , Études transversales , Tests d'intelligence , MexiqueRésumé
After the theory of multiple intelligences and its enlightenments on successive training model of bache-lors, masters and doctors were described, the key points in successive training of bachelors, masters and doctors of medical informatics were analyzed in aspects of their selection criteria, training model, process management, quali-ty control, redirection and elimination mechanism, dissertation defense and academic achievements in combination of the practical postgraduate education reform in Jilin University .
Résumé
La evaluación constituye un proceso dinámico, continuo y de diagnóstico, inherente a la educación, que rebasa la simple calificación del rendimiento. Para el proceso evaluativo deben usarse todos los métodos disponibles, no sólo como medio para determinar la aprobación de la asignatura sino que como recurso para medir el proceso de enseñanza-aprendizaje y, que a su vez, permita al docente comprobar, en forma objetiva, el cumplimiento de lo establecido en el programa, gracias al uso de los diversos medios pedagógicos de enseñanza. Durante muchos años, la evaluación práctica anatómica consistió en la valoración de la disección de diversas regiones topográficas, interrogaciones orales sobre estructuras que se encontraban en dichas disecciones y en la realización de pruebas o tests en los cuales se hacían preguntas sobre aspectos teóricos vertidos en clases magistrales, demostraciones o mediante el uso de textos o atlas. En las últimas décadas muchos investigadores educacionales han propuesto diversas teorías del aprendizaje, con la finalidad de aprovechar al máximo el potencial intelectual de los estudiantes, siendo, en general, todas aplicables, válidas y muchas se potencian entre sí. El presente trabajo, más que una investigación docente, pretende informar sobre la metodología evaluativa práctica basada en la teoría de las inteligencias múltiples de Howard Gardner, aplicada durante el aprendizaje práctico de la asignatura de Anatomía Humana para Odontología de la Universidad de Antofagasta, institución que ha implementado un modelo pedagógico centrado en el alumno y cuyos objetivos terminales se basan en el logro de competencias.
The evaluation constitutes a dynamic, continuous process of diagnosis, inherent to the education, that exceeds the simple qualification of the yield. For the evaluation process all the methods available must be used, non only as a mean to determining the approval of the subject but as a resource to measure the education-learning process. Thus, the teacher may verify, in objective form, the fulfillment of established in the program thanks to the use of diverse pedagogical means of education. For many years, the anatomical practical evaluation consisted of the valuation of the dissection of diverse topographic regions, oral interrogations on structures that were in these dissections, and the accomplishment of tests in which questions became on spilled theoretical aspects in theoretical classes, demonstrations or by means of the use of texts or atlas. In the last decades, many educational investigators have proposed diverse learning theories, with the purpose of taking advantage to the maximum the intellectual potential of the students. In general, all of them have been applicable, valid and many are harnessed to each other. The present work, more than an educational investigation, tries to inform on the practical evaluation method based upon the Howard Gardner's multiple intelligences theory, applied during the practical learning of the subject of Human Anatomy for Dentistry of the University of Antofagasta, institution that has implemented a centred pedagogical model in the student and whose terminal objectives are based on the profit of competences.
Sujets)
Odontologie , Évaluation des acquis scolaires , Anatomie/enseignement et éducation , Intelligence , Apprentissage par problèmesRésumé
The theory of multiple intelligences put forward by Gardner has brought us enlightenment in different aspects.The theory maintains that every individual has eight intelligences,among which the advantageous one may be transferred to the others in a certain situation,and this greatly inspires multimedia EFL teaching at college.