Las inteligencias múltiples en el proceso de formación de grado: Propuesta innovadora de enseñanza-aprendizaje
The study of multiple intelligences, from ancient times to the present, has been a subject of research by educators and psychologists. They aim to introduce their perspectives on the various ways people learn into the educational field. This research underscores the importance of recognizing and res...
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| Aineistotyyppi: | masterThesis |
| Kieli: | spa |
| Julkaistu: |
2024
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| Aiheet: | |
| Linkit: | https://dspace.unl.edu.ec/jspui/handle/123456789/30177 |
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Lisää tagi | Yhteenveto: | The study of multiple intelligences, from ancient times to the present, has been a subject of research by educators and psychologists. They aim to introduce their perspectives on the various ways people learn into the educational field. This research underscores the importance of recognizing and respecting the different intelligences present in university students. It suggests designing strategies that address these diverse learning styles, such as employing varied activities to stimulate different skills. The main objective of this research is to propose methodological strategies that can be applied in the undergraduate education of students in Chemistry and Biology Pedagogy program. The methodological process was framed within a qualitative approach due to the use of non-numeric data, such as the multiple intelligences test proposed by Howard Gardner. This approach is descriptive, considering the relationship between variables and the collection of information that links theory to the obtained results, and it is also field-based as it involved direct contact with the students. The population consisted of 223 students from the Pedagogy in Chemistry and Biology program at Universidad Nacional de Loja in 2023. Through the application of the test to these 223 students, it was determined that the most developed intelligence is visual-spatial, followed by bodily-kinesthetic, and linguistic intelligence ranked third. This demonstrates that students do not possess a single specific intelligence but rather have two or more developed intelligences, depending on their social or familial environment. Given the feasibility of the research, based on extensive literature reviews and the results obtained from the test, a methodological manual for the development of multiple intelligences in university students has been created, specifically for the Chemistry and Biology Pedagogy program. This manual includes several components such as learning in contact with the teacher, practical experimental learning, autonomous learning, and assessment. It will be available to both teachers and students, especially as they prepare to enter their profession. This research determined that it is crucial to consider the Theory of Multiple Intelligences in the design of methodological strategies, as it allows students to develop their capacities and thus achieve meaningful learning, engaging in academic activities out of motivation rather than obligation. Linguistic intelligence was found to be the third most developed. Keywords: multiple intelligences; teaching-learning; methodological strategies; higher education; academic performance |
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