Exploring multiple intelligences theory in the context of science education, an action research approach

grantor: University of TorontoSince the publication of 'Frames of Mind': 'The Theory in Practice', multiple intelligences, theory (Gardner, 1983) has been used by practitioners in a variety of ways to make teaching and learning more meaningful. However, little attention has been focused on exploring the potential of the theory for science teaching and learning. Consequently, this research study was designed to: (1) explore Howard Gardner's theory of multiple intelligences (1983) and its merit for making science teaching and learning more meaningful; (2) provide a forum for teachers to engage in critical self-reflection about their theory and practice in science education; (3) study the process of action research in the context of science education; and (4) describe the effectiveness of collaborative action research as a framework for teacher development and curriculum development. The study reports on the experiences of four teachers (two elementary teachers, one junior high teacher, and one high school teacher) and myself, a university researcher-facilitator, as we participated in a collaborative action research project. The action research group held weekly meetings over a five-month period (January-May, 1999). The inquiry was a qualitative case study (Stake, 1994) that aimed to understand the perspectives of those directly involved. This was achieved by using multiple methods to collect data: audiotaped action research meetings, fieldnotes, semi-structured interviews, journal writing, and concept mapping. All data were analysed on an ongoing basis. Many positive outcomes resulted from the study in areas such as curriculum development, teacher development, and student learning in science. Through the process of action research, research participants became more reflective about their practice and thus, enhanced their pedagogical content knowledge (Shulman, 1987) in science. Students became more engaged in learning science, gained a greater understanding of how they learn, and experienced a science curriculum that was more relevant and personalized. In addition, the action research process provided a feasible and effective forum for both curriculum development and professional development.Ph.D