The Effects of Gender and MI-Infusing Instruction on Fourth Graders’ Application of MI in Science Learning and Their Improvement in Technological Creativity

• Main Authors: Li-Yu Chen, 陳俐妤
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/93917563794769711518

碩士 === 國立中山大學 === 教育研究所 === 91 === The purposes of this study were (a) to examine the effectiveness of the MI-Infusing Instruction on fourth graders’ applications of MI in Science Learning and their improvement in technological creativity; and (b) to examine the relationships between gender, multiple intelligences, and technological creativity. An unequal group pretest-posttest design was employed in the study. Two fourth-grade classes of a public elementary school in Kaohsung were selected based on convenience sampling. The participants were divided into the experimental group (n = 23) and the control group (n = 33). The employed instruments included MI-Infusing Learning Scale, Technological Creativity Test, and several self-developed worksheets. The applied analysis methods were Descriptive Statistics, Multivariate Analysis of Covariance, Discriminant Analysis, and Canonical Correlation. The main findings of this study were as follows: 1. The MI-Infusing Instruction had significant effects on enhancing fourth graders’ naturalist and interpersonal intelligences. 2. The MI-Infusing Instruction was effective on enhancing fourth graders’ fluency, elaboration, and visual design. 3. The girls’ interpersonal intelligence was higher than that of the boys, but such gender difference was not found in the performance of technological creativity. 4. There was a significant canonical correlation between the indices of multiple intelligences (linguistic intelligence, naturalist intelligence, interpersonal intelligence, and intrapersonal intelligence) and those of technological creativity (fluency, flexibility, originality, elaboration, and visual design). 5. The fourth graders’ abilities of technological creativity could effectively predict their ability groups of naturalist intelligence. Finally, the researcher proposed some suggestions for educational instruction and future studies.