A Diverse Observance of Life: Multiple Intelligences in Biology
Lerch, Adam (2006)
Jyväskylän ammattikorkeakoulu JAMK University of Applied Sciences
Julkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.
Julkaisun pysyvä osoite on
Full Text, AbstractThe International Baccalaureate (IB) Program requires all diploma candidates to complete a minimum of one course from each group of its curriculum. Beyond this, candidates must complete a Theory of Knowledge course, which focuses on learning and what knowledge entails from various viewpoints, and a Creativity, Action, and Service requirement involving collaboration with surrounding communities. This is meant to ensure that diploma recipients are well-rounded, internationally-minded citizens of the 124 countries where IB schools can be found. Within the classroom setting, it promises that students are exposed not only to subject matter from a variety of different fields, but also that they may fathom the different ways of thinking found in different fields or different cultures and even appreciate different methods of learning the same material. Howard Gardner's theory of Multiple Intelligences (MI) is applied to the IB Biology course at Joensuun Lyseon Lukio in Joensuu. It is believed to be a most appropriate approach to such a course, where several students are attending out of obligation, others are attending out of a passion for science, and others aren't sure why they are attending. A Moodle workspace that features various materials meant to stimulate various intelligences has also been established. The purpose of the workspace is to compliment rather than supplement the biology course. The social constructivist nature of the workspace is also meant to appeal to an experiential learning style. It is the first such workspace for any biology course at the school. The twenty students of the course were asked to complete a brief survey concerning their individual intelligences. Upon thecompletion of the survey, individuals could see a representation of their individual intelligence makeup. All of the eight intelligences of MI theory were represented as a high score for at least one individual in the group. Galvanizing all intelligences has required a diverse approach to teaching that requires the teacher to view familiar material in new ways. It also lends the course a sundry flavour while remaining scientifically coherent and effective in the delivery of learning material. To date, students have been active in the Moodle workspace, but they have mainly used it to retrieve information. It is hoped participants will realize the impacts they might have on the information found on the workspacein the future.