Multiple Intelligences and Learning Styles: Two Complementary Dimensions
| Autor: | Stephen J. Denig |
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| Rok vydání: | 2004 |
| Předmět: | |
| Zdroj: | Teachers College Record: The Voice of Scholarship in Education. 106:96-111 |
| ISSN: | 1467-9620 0161-4681 |
| DOI: | 10.1177/016146810410600111 |
| Popis: | Almost every teacher today has heard the terms multiple intelligences and learning styles. However, how many teachers know the definition of an intelligence and know the number of distinct intelligences? In addition, how many teachers could define what we mean by learning style and identify the distinct elements of learning styles? Some, perhaps, but not all, would know this. This article focuses on the eight multiple intelligences identified by Howard Gardner and the 21 elements of learning style identified by Kenneth and Rita Dunn. This selection is not meant to imply that Gardner’s and the Dunns’ approaches are the only understandings of the complex issues of human intelligence and learning. Are multiple intelligences and learning styles simply two different names and two different enumerations of the same thing? Are they similar, or are they distinct? In a previous paper (Dunn, Denig, & Lovelace, 2001), the similarities and differences between these two concepts were examined, and it was proposed that, while distinct, they are not competing concepts, and they work together to contribute to learning. This article examines these two concepts to conceptualize how they can work together to contribute to learning. I conclude with several future areas of research. First, however, the two concepts need to be explained. |
| Databáze: | OpenAIRE |
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