بررسی مؤلفه‌های هوش‌های چندگانه گاردنر در کتاب‌های ریاضی دوره دبستان: روش آنتروپی‌شانون

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روان‌شناسی و آموزش کودکان با نیازهای خاص، دانشگاه اصفهان، اصفهان، ایران

2 استاد گروه روان‌شناسی و آموزش کودکان با نیازهای خاص، دانشگاه اصفهان، اصفهان، ایران

3 کارشناسی ارشد روان‌شناسی و آموزش کودکان با نیازهای خاص، دانشگاه اصفهان، اصفهان، ایران

4 دانشجوی دکتری سنجش و اندازه‌گیری، دانشگاه علامه طباطبائی، تهران، ایران

چکیده

هدف: پژوهش حاضر با هدف بررسی مؤلفه‌های هوش‌های چندگانه ‌گاردنر در کتاب‌های ریاضی‌ دبستان (دوره اول و دوم) انجام شد.
روش: روش‌تحقیق، تحلیل‌محتوا و جامعه‌آماری شامل کلیه کتاب‌های ریاضی اول تا ششم در سال تحصیلی 1399-1400 بودند. ابزار پژوهش چک­لیست مؤلفه­های هوش­های چندگانه گاردنر (منطقی‌ریاضی؛ فضایی؛ زبانی؛ حرکتی؛ موسیقیایی؛ درون‌فردی و بین‌فردی) بود. واحد تحلیل شامل صفحات و واحد ثبت شامل تمرینات و فعالیت‌های کتاب بود که با روش قیاسی کدگذاری شد. اعتباربخشی یافته‌های کیفی با رعایت معیار توافق ارزیابان برابر با 87% محاسبه شد. داده‌های کمی با استفاده از تکنیک آنتروپی‌شانون و نرم‌افزار SPSS تحلیل شد.
یافته‌ها: یافته‌ها نشان داد در کتاب‌های ریاضی پایه‌های اول تا ششم دبستان بیشترین ضریب کاربرد به ترتیب متعلق به هوش منطقی‌ریاضی (ضریب 31/0)؛ هوش‌فضایی (ضریب 26/0) و هوش‌کلامی (ضریب 23/0) بوده است. هوش بین‌فردی (ضریب 10/0)، هوش جسمی‌حرکتی (ضریب 09/0) و هوش‌درون‌فردی (ضریب 03/0) نیز پس از آن قرار دارند. هوش موسیقیایی کمترین کاربرد و فراوانی را دارا می‌باشد.
نتیجه‌گیری: نتایج نشان می‌دهد در کتاب‌های ریاضی اول تا ششم میزان بکارگیری مؤلفه‌های هوش‌های چندگانه در قالب‌های متن و فعالیت و میزان توجه به پرورش ابعاد مختلف هوش به‌صورت متوازن مورد توجه قرار نگرفته و کتاب­های ریاضی به یک نسبت، مؤلفه­های هوشی را پوشش نداده‌اند. با وجودی‌که مؤلفه هوش موسیقیایی از مؤلفه‌های حائز اهمیت در افزایش توجه دانش‌آموزان است، مورد بی‌توجهی قرار گرفته و نادیده گرفته‌شده است. لذا با توجه به تأکید پژوهشگران بر نقش هوش­های چندگانه در یادگیری ریاضی، لازم است مؤلفان و برنامه‌ریزان کتب درسی این امر مهم را در تألیف کتب مدنظر قرار دهند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Investigating the Gardner's Multiple Intelligences Components in Elementary School Math Textbooks: The Shannon Entropy Method

نویسندگان [English]

  • Bahar Rashidi 1
  • Salar Faramarzi 2
  • Ghazaleh Banimin 3
  • Mehdi Rahmani Malekabad 4
1 PhD Student in Psychology and Education of Children with Special Needs, Faculty of Education and Psychology, University of Isfahan, Iran
2 Professor, Department of Psychology and Education of Children with Special Needs, Faculty of Education and Psychology, University of Isfahan, Iran
3 Master of Psychology and Education of Children with Special Needs, Faculty of Education and Psychology, University of Isfahan, Iran
4 PhD Student in Assessment and Measurement, Faculty of Education and Psychology, Allameh Tabatabai University, Tehran, Iran
چکیده [English]

Objective: The purpose of this study was to analyze the content of the Persian textbooks of the elementary school from the perspective of emphasizing the components of Gardner's multiple intelligences.  
Methods: The research method was content analysis and statistical population includes all elementary Persian mathematic textbooks in 2020-2021 that the statistical sample is equal to the statistical population. The research tool was a checklist of based on Gardner's multiple intelligence components theory (linguistic-verbal, mathematical logical, visual-spatial, kinetic-physical, intrapersonal, interpersonal and musical). Pages are the unit of analysis and the book's exercises and activities are the unit of recording were coded by deductive method. Validation of data was calculated by independent coders and the Inter rater or observer reliability was 87%. Data were analyzed using entropy technique in SPSS.
Results: The results showed in the textbooks of the elementary school, the highest coefficient belongs to mathematical-logical intelligence (0.31); visual-spatial intelligence (0.26) and linguistic-verbal intelligence (0.23). Individual intuitive intelligence (0.10), physical-motor intelligence (0.09) and intrapersonal intelligence (0.03) are also after. Musical intelligence has the least frequency.
Conclusions: The results show the using of multiple intelligence components in the mathematical textbooks and activities are different and the balance way are not considered. Although the musical intelligence component is one of the important components in increasing students' attention, it has been neglected and ignored. Therefore, due to the researcher’s emphasis on the role of multiple intelligences in learning math, it is necessary to consider this important issue for authors and designer in writing books.

کلیدواژه‌ها [English]

  • Content Analysis
  • Gardner's Multiple Intelligences
  • Mathematic
Alemán, X., Duryea, S., Guerra, N. G., McEwan, P. J., Muñoz, R., Stampini, M., & Williamson, A. A. (2017). The effects of musical training on child development: A randomized trial of El Sistema in Venezuela. Prevention Science, 18(7), 865-878. https://doi.org/10.1007/s11121-016-0727-3
Alloway, T. P., Gathercole, S. E., & Pickering, S. J. (2006). Verbal and visuospatial short‐term and working memory in children: Are they separable? Child development, 77(6), 1698-1716. https://doi.org/10.1111/j.1467-8624.2006.00968.x
Andersson, U. (2008). Working memory as a predictor of written arithmetical skills in children: The importance of central executive functions. British Journal of Educational Psychology, 78(2), 181-203. https://doi.org/10.1348/000709907X209854
Bowker, M. (2020). Benefits of Incorporating Howard Gardner’s Multiple Intelligences Theory into Teaching Practices, California State University, Monterey Bay. https://digitalcommons.csumb.edu/caps_thes_all/804/
Boonen, A. J., Kolkman, M. E., & Kroesbergen, E. H. (2011). The relation between teachers' math talk and the acquisition of number sense within kindergarten classrooms. Journal of school psychology, 49(3), 281-299. https://doi.org/10.1016/j.jsp.2011.03.002
Barrouillet, P., Fayol, M., & Lathulière, E. (1997). Selecting between competitors in multiplication tasks: An explanation of the errors produced by adolescents with learning difficulties. International Journal of Behavioral Development, 21(2), 253-275. https://doi.org/10.1080/0165025973848
Barner, D., Chow, K., & Yang, S. J. (2009). Finding one’s meaning: A test of the relation between quantifiers and integers in language development. Cognitive psychology, 58(2), 195-219. https://doi.org/10.1016/j.cogpsych.2008.07.001
Bahrami, M., Hosseini, S. S., & Heydari, A. M. (2016). Analysis of the content of the fifth elementary math book in terms of having problem solving strategies. Third National Conference on Sustainable Development in Educational Sciences and Psychology, Social and Cultural Studies, Tehran: Soroush Mortazavi Islamic Research, Center for Sustainable Development. [In Persian] https://civilica.com/doc/453066
Clements, D. H., Sarama, J., & Germeroth, C. (2016). Learning executive function and early mathematics: Directions of causal relations. Early Childhood Research Quarterly, 36, 79-90. https://doi.org/10.1016/j.ecresq.2015.12.009
Cragg, L., & Gilmore, C. (2014). Skills underlying mathematics: The role of executive function in the development of mathematics proficiency. Trends in neuroscience and education, 3(2), 63-68. https://doi.org/10.1016/j.tine.2013.12.001
Cannon, J., Levine, S., & Huttenlocher, J. (2007). A system for analyzing children and caregivers’ language about space in structured and unstructured contexts. Spatial Intelligence and Learning Center (SILC) technical report.
Clements, D. H., & Sarama, J. (2011). Early childhood teacher education: The case of geometry. Journal of mathematics teacher education, 14(2), 133-148. https://doi.org/10.1007/s10857-011-9173-0
Chislett, V., & Chapman, A. (2005). Multiple intelligences test-based on Howard Gardner's MI model. Retrived from http://www. businessballs. com/freepdfmaterials/free_multiple_intelligences_test_youn-g_people
Duvall, R. M. (2020). The Relationship between Autism and the Multiple Intelligences Theory: Identifying Patterns in Learning for Educational Purposes, Eastern Kentucky University. https://encompass.eku.edu/honors_theses/715
Dumont, E., Syurina, E. V., Feron, F. J., & van Hooren, S. (2017). Music interventions and child development: a critical review and further directions. Frontiers in psychology, 8, 1694. https://doi.org/10.3389/fpsyg.2017.01694
Faramazi, S. (2014). Content Analysis of Textbooks of the Pre-Professional Grade for Students with Intellectual Impairment in Terms of Independent Living Skills. Psychology of Exceptional Individuals, 3(12), 127-142. [In Persian] https://jpe.atu.ac.ir/article_113.html
Faramarzi, S., Zare, H., & Fotovat, A. (2015). Effectiveness of Educational Programs Based on Gardner's Theory on Multiple Intelligences Performance of Students. Educational Psychology, 11(36), 151-177. [In Persian] https://jep.atu.ac.ir/article_1594.html?lang=fa
Gardner, H. (2020). A Synthesizing Mind: A Memoir from the Creator of Multiple Intelligences Theory. MIT Press.
Gardner, H. (1999). The disciplined mind: Whatall students should understand. NewYork, NY: Simon & Schuster.
Gardner, H., & Hatch, T. (1990). Multiple Intelligences Go to School: Educational Implications of the Theory of Multiple Intelligences. Educational researcher, 18(8), 4-10. https://doi.org/10.3102/0013189X018008004
Gardner, H. (1983). Frames of Mind. New York: Basic Book. Zimbardo, Psyhologie.
Gunderson, E. A., Spaepen, E., & Levine, S. C. (2015). Approximate number word knowledge before the cardinal principle. Journal of Experimental Child Psychology, 130, 35-55. https://doi.org/10.1016/j.jecp.2014.09.008
Gunderson, E. A., Ramirez, G., Beilock, S. L., & Levine, S. C. (2012). The relation between spatial skill and early number knowledge: the role of the linear number line. Developmental psychology, 48(5), 1229. https://doi.org/10.1037/a0027433
Geary, D. C. (1993). Mathematical disabilities: cognitive, neuropsychological, and genetic components. Psychological bulletin, 114(2), 345. https://doi.org/10.1037/0033-2909.114.2.345
Hassan, H. M. (2020). The effect of using a program based on multiple intelligences theory in teaching geometry on developing preparatory stage pupils’ habits of mind. Journal of Research in Curriculum Instruction and Educational Technology, 6(1), 149-174. https://doi.org/10.21608/jrciet.2020.67947
Helgeson, J. (2015). Flipping the English classroom. Kappa Delta Pi Record, 51(2), 64-68. https://doi.org/10.1080/00228958.2015.1023137
Jiang, X., & Zhou, L. (2020). Application of Multiple Intelligences Theory to English Vocabulary Teaching in College. Frontiers in Educational Research, 3(1), 41-52. https://doi.org/10.25236/FER.2020.030107
Keklik, İ. (2011). A content analysis of developmental psychology sections of educational psychology textbooks used for teachers’ education in Turkey. Procedia-Social and Behavioral Sciences, 12, 393-398. https://doi.org/10.1016/j.sbspro.2011.02.048
Lazear, D. (1999). Eight Ways of Teaching: The Artistry of Teaching with Multiple Intelligences. K-College. Skylight Training and Publishing Inc., 2626 S. Clearbrook Dr., Arlington Heights, IL 60005-5310.
Lazear, D. G. (1992). Teaching for Multiple Intelligences. Fastback 342. Phi Delta Kappa, PO Box 789, Bloomington, IN 47402-0789.
Lubin, A., Vidal, J., Lanoë, C., Houdé, O., & Borst, G. (2013). Inhibitory control is needed for the resolution of arithmetic word problems: A developmental negative priming study. Journal of Educational Psychology, 105(3), 701. https://doi.org/10.1037/a0032625
Mix, K. S., & Cheng, Y. L. (2012). The relation between space and math: Developmental and educational implications. Advances in child development and behavior, 42, 197-243. https://doi.org/10.1016/B978-0-12-394388-0.00006-X
Mohebzadeh, M., Nikdel, F., & taghvaeinei, A. (2021). Comparison of the Effectiveness of Cooperative and Metacognition Teaching Methods on Motivational Beliefs and Self-Regulated Learning among Students. Biquarterly Journal of Cognitive Strategies in Learning, 9(17), 123-148. [In Persian] https://doi.org/20.1001.1.24237906.1400.9.17.8.2
Mohagheghi, H., Mohagheghi, A., & Afshar, M. (2020). The Effect of Educational Software Based on Ganiyeh and Briggs Patterns on Cognitive Levels of Learning and Attitude of Maths in Third-Elementary Students. Biquarterly Journal of Cognitive Strategies in Learning, 8(15), 129-144. [In Persian] https://doi.org/10.22084/j.psychogy.2020.18478.1922
Mahdizadeh, Hale and Fadaei, Mohammadreza. (2017). Analysis of the content of the 5th elementary school math textbook based on William Rummyâs technique. (Master's thesis). Ministry of Science, Research and Technology, Shahid Bahonar University of Kerman, Faculty of Mathematics and Computer. [In Persian]
Noel, M. P. (2009). Counting on working memory when learning to count and to add: a preschool study. Developmental psychology, 45(6), 1630. https://doi.org/10.1037/a0016224
Nourian, M., & Salem, S. (2015). The relationship between the text and the image in the second and the sixth grades of elementary science textbooks in Iran. Research in Curriculum Planning, 12(46), 104-116. [In Persian] https://jsr-e.isfahan.iau.ir/article_534392.html
Oreizi, H., & Abedi, A. (2003). The Analysis of the Content of Elementary School Books Based on Advancement Motivation Construct. Educational Innovations, 2(3), 29-54. [In Persian] https://noavaryedu.oerp.ir/article_78845.html?lang=fa
Padarvand, H., Ghadampour, E., saffari, G., & Alipour, K. (2022). The Effectiveness of Reverse Learning on Procrastination and Academic Self-Regulation of Male Students with Math Disorders. Biquarterly Journal of Cognitive Strategies in Learning, 10(19), 237-258. [In Persian] https://doi.org/10.22084/j.psychogy.2022.25345.2398
Pingel, F. (2010). UNESCO Guidebook on Textbook Research and Textbook Revision. 2nd revised and updated edition. Paris/Braunschweig: UNESCO-Georg Eckert Institut.
Petruţa, G. P. (2013). Multiple intelligences stimulated within the lessons by the practicant students from the Faculty of Sciences. Procedia-Social and Behavioral Sciences, 76, 676-680. https://doi.org/10.1016/j.sbspro.2013.04.185
Purpura, D. J., Napoli, A. R., & King, Y. (2019). Development of mathematical language in preschool and its role in learning numeracy skills. In Cognitive Foundations for Improving Mathematical Learning (pp. 175-193). Academic Press. https://doi.org/10.1016/B978-0-12-815952-1.00007-4
Passolunghi, M. C., & Siegel, L. S. (2001). Short-term memory, working memory, and inhibitory control in children with difficulties in arithmetic problem solving. Journal of experimental child psychology, 80(1), 44-57.
Passolunghi, M. C., & Pazzaglia, F. (2005). A comparison of updating processes in children good or poor in arithmetic word problem-solving. Learning and Individual differences, 15(4), 257-269. https://doi.org/10.1006/jecp.2000.2626
Ramani, G. B., Zippert, E., Schweitzer, S., & Pan, S. (2014). Preschool children's joint block building during a guided play activity. Journal of Applied Developmental Psychology, 35(4), 326-336. https://doi.org/10.1016/j.appdev.2014.05.005
Rahimi, S., & Fazilati, M. (2016). Pragmatics of multiple intelligence theory in learning and instruction. Rooyesh; 5(3), 7-30. [In Persian] https://doi.org/20.1001.1.2383353.1395.5.3.1.0
Rezvani, R., & Amiri, T. (2014). Multiple Intelligences Representation in Iranian Official ESP Textbooks: A Content Analysis Study. Journal of New Approaches in Educational Administration, 4(16), 189-200. [In Persian] https://doi.org/20.1001.1.20086369.1392.4.16.11.1
Raghubar, K. P., Barnes, M. A., & Hecht, S. A. (2010). Working memory and mathematics: A review of developmental, individual difference, and cognitive approaches. Learning and individual differences, 20(2), 110-122. https://doi.org/10.1016/j.lindif.2009.10.005
Shearer, C. B. (2020 a). A resting state functional connectivity analysis of human intelligence: Broad theoretical and practical implications for multiple intelligences theory. Psychology & Neuroscience. https://doi.org/10.1037/pne0000200
Shearer, C. B. (2020 b). Multiple intelligences in gifted and talented education: Lessons learned from neuroscience after 35 Years. Roeper Review, 42(1), 49-63. https://doi.org/10.1080/02783193.2019.1690079
Soltani, A., Adib, Y., Mahmoodi, F., & Vahedi, S. (2020). The Position of a Curriculum based on the Multiple Intelligences in the Textbooks of the First Grade of Primary School based on the Components of Multiple Intelligences. Journal Child Ment Health, 7(1), 371-390. [In Persian] https://doi.org/10.29252/jcmh.7.1.23
Soltani, A., Adib, Y., Mahmoodi, F., & Vahedi S. (2018). The Content Analysis of the Persian Textbooks of the Elementary School Based on Multiple Intelligence Components: Shannon Entropy Method. Journal of Instruction and Evaluation, 11(43), 157-183. [In Persian] https://doi.org/10.30471/psy.2019.1545
Shojazadeh, S., Shabani, R., & Gholami, D. S. S. (2017). The Angle of View and the Shot in Images Perspective of First-Grade Math Book and Fit it's with Developmental Characteristics of Students. Quarterly Journal of Education Studies, 3(10), 45-64. [In Persian] https://researchbt.cfu.ac.ir/article_588.html?lang=fa
Sharifi, V., Faramarzi, S., & Agha Babaee, S. (2014). Examining the components of Gardner's multiple intelligences in the textbooks of the pre-professional course of mentally retarded students. Psychology of Exceptional Individuals, 4(14), 39-62. [In Persian] https://jpe.atu.ac.ir/article_339.html
Tirri, K., & Nokelainen, P. (2008). Identification of multiple intelligences with the Multiple Intelligence Profiling Questionnaire III. Psychology Science, 50(2), 206. https://psycnet.apa.org/record/2008-11745-008
Tavousi Simakani, D. R., Mazareie, M., & Talebi, E. (2019). Content Analysis of the Elementary Sixth Grade Experimental Science Book Based on Merrill's Pattern in the Year of 1397-1398, Quarterly Journal of Education in Basic Sciences, 5(16), 25-41. [In Persian] https://doi.org/20.1001.1.26453649.1398.5.16.3.0
Usai, M. C., Viterbori, P., & Traverso, L. (2018). Preschool executive function profiles: implications for math achievement in grades 1 and 3. Journal of Research in Childhood Education, 32(4), 404-418. https://doi.org/10.1080/02568543.2018.1496957
Veiskarami, H., Khalili, Z., Alipour, K., & Alavi, Z. (2019). Mediating Role of Academic Engagemen the Peredicting Academic Wellbeing Based Classroom Socio-Mental Climate in Student. Biquarterly Journal of Cognitive Strategies in Learning, 7(12), 149-168. [In Persian] https://doi.org/10.22084/J.PSYCHOGY.2018.13974.1619
Zelazo, P. D., Frye, D., & Rapus, T. (1996). An age-related dissociation between knowing rules and using them. Cognitive development, 11(1), 37-63. https://doi.org/10.1016/S0885-2014(96)90027-1