Acta medica Medianae
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2010, vol. 49, br. 2, str. 15-19
Multiple intelligences theory: A milestone innovation in English language teaching at the University of Niš Medical School
(naslov ne postoji na srpskom)
Univerzitet u Nišu, Medicinski fakultet

(ne postoji na srpskom)
Theory of multiple intelligences is considered an innovation in both teaching and learning English language because it helps students develop all the eight intelligences that are grouped as verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinesthetic, musical/rhythmic, interpersonal, intrapersonal and naturalist. The aforementioned intelligences are thought to represent ways in which individuals understand and perceive the world, solve problems and learn. Correspondingly, by focusing on the problem solving activities, teachers, by implementing theory of multiple intelligences encourage students not only to build-up their existing language knowledge but also learn new content and skills. The implementation of the theory of multiple intelligences in teaching the English language at the University of Niš Medical School has had a positive impact on learning English language and increased students' interest in language learning. Generally speaking, this theory offers a better understanding of students' intelligence and a greater appreciation of their strengths. It provides numerous opportunities for students to use and develop all the eight intelligences not just the few they excel in prior to enrolling a university or college.
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Harris, A.M., Peck, F.R., Colton, S., Morris, J., Neto, C.E., Kallio, J. (2009) A combination of hand-held models and computer imaging programs helps students answer oral questions about molecular structure and function: A controlled investigation of student learning. CBE Life Sci Educ, 8(1), str. 29-43
Lane, I.F. (2010) Professional competencies in health sciences education: From multiple intelligences to the clinic floor. Advances in health sciences education, 15(1): 129-46
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Stanford, P. (2003) Multiple Intelligence for Every Classroom. Intervention in School and Clinic, 39(2): 80

O članku

jezik rada: engleski
vrsta rada: originalan članak
objavljen u SCIndeksu: 14.09.2010.