MULTIPLE INTELLIGENCES: PROFILING DOMINANT INTELLIGENCES OF GRADE EIGHT STUDENTS
Abstract
ABSTRACT. This paper outlines how verbal protocols were used to compare the self-perceived intelligences of students to teacher nominations. Teachers nominated students considered dominant in one of Howard Gardner's seven theorized intelligences. The students then verbalized aloud while ranking themselves, using scenarios depicting each intelligence. Concurrent and retrospective verbal protocols were taped, transcribed verbatim to text, coded, and analyzed. Results indicated a strong agreement between teacher nomination and student identification of Gardner's intelligences. More detailed studies should he completed before determining the validity and reliability of profiling such intelligences. RÉSUMÉ. L'auteur de cet article analyse la façon dont les protocoles verbaux ont servi à comparer l'intelligence des étudiants telle que perçue par eux-mêmes et l'opinion des professeurs. Les professeurs ont nommé les étudiants qui à leur avis dominaient dans l'un des sept types d'intelligence théorisée de Howard Gardner. Les étudiants ont ensuite parlé à haute voix pour se classer eux-mêmes en se servant de scénarios illustrant chaque type d'intelligence. Les protocoles verbaux concurrents et rétrospectifs ont été enregistrés, transcrits in extenso, codés et analysés. Les résultats indiquent une forte concordance entre l'opinion des professeurs et l'identification des types d'intelligence de Gardner par les étudiants. Il faudrait réaliser des études plus fouillées pour établir la validité et la fiabilité du profil de ces intelligences.Downloads
Published
1996-04-01
How to Cite
Morris, C., & Leblanc, R. (1996). MULTIPLE INTELLIGENCES: PROFILING DOMINANT INTELLIGENCES OF GRADE EIGHT STUDENTS. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 31(002). Retrieved from https://mje.mcgill.ca/article/view/8295
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