Education Quarterly Reviews
Published: 18 January 2022
A Ghanaian Study on Multiple Intelligences of Pre-Service Science Teachers in Selected Colleges of Education
George Brains Budu, Judith Kafui Kemetse, Kwaku Darko Amponsah
Peki College of Education (Ghana), E. P. College of Education (Ghana), University of Ghana (Ghana)
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Keywords: Academic Performance, Intelligent Quotient (IQ), Multiple Intelligence (MI), Multiple Intelligence Strategy, Pre-Service Science Teachers
The Multiple Intelligence (MI) Theory has been recognised for its significance in education. This study aimed to provide a detailed examination of each intelligence and illustrate how different MIs work. The current study seeks to discover and link pre-service science teachers' numerous intellectual domains and learning style profiles. The survey method was used for the study, which included 150 pre-service science teachers. The “multiple intelligence domains inventory for educators” was utilised to collect data for the study. According to the findings, the use of MIs in science teaching is rarely mentioned, with the features of each intelligence in the context of the various science teaching methodologies. Further, the results indicated that the intelligences mentioned by Gardner could be found in the pre-service teachers in beginning their teaching. Logical-Mathematics was highly advanced among pre-service science teachers with the musical intelligence being the lowest. Gender differences were also found to exist between males and females in only two of the eight MIs, specifically, Logical-Mathematics and Visual-Spatial, which was also significant.
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