Analyzing Multiple Intelligence Influence on Teaching and Learning

This report provides a comprehensive overview of the impact of multiple intelligences (MI) on teaching and learning practices, drawing insights from three research articles. The first article emphasizes the integration of MI with innovative technologies to enhance teaching strategies, highlighting its influence on student performance and motivation. The second article investigates the effects of context-based chemistry education, specifically the 4Ex2 model, on metacognition and MI in chemistry teachers. The third article focuses on the role of interactive teaching strategies in specialty classes, emphasizing the importance of providing varied experiences to match students' dominant intelligences. All three articles collectively support the notion that MI is an effective approach to improve teacher performance, motivate students, and foster interactive learning environments. The report reflects on the core concepts of each article, highlighting key findings, and references relevant literature to support the analysis.

Running Head: PRACTICE OF TEACHING
PRACTICE OF TEACHING
Name of the Student
Name of the University
Author Note:

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Summary
All the three articles are grounded on the impact of multiple intelligence on teaching
practice. The article titles “Teachers Preferred Approaches towards Multiple Intelligence
Teaching: Enhanced Prospects for Teaching Strategies” introduces the teaching program with
innovative technologies including multiple intelligence. Multiple intelligence refers to
incorporating modern strategies in the fields of teaching (Gul & Rafique, 2017). It reflects on the
aspect of how multiple intelligence influence the performance of the students, learning, and
capable to motivate the students in their academic field. The second article titled “Context-Based
Chemistry Teaching within the 4Ex2 Model: Its impact on Metacognition, Multiple Intelligence,
and Achievement” aims to investigate the influence of context-based education on chemistry for
the metacognition of chemistry teachers (ALTUNDAĞ, 2018). It also discloses the fact of the
achievement of chemistry teacher to incorporate MI in the environment of the laboratory
including the 4Ex2 model. The third article “Harnessing Multiple Intelligence By Interactive
Teaching Strategies In Specialty Classes” is grounded on the notion of dependence of Student’s
performance on motivation and stimulation degree (Boaca, Gavrila & Marghitan, 2014). It
incorporates the concepts of providing large range of experience by including efficient learning
that suits the notion of multiple intelligence or simple intelligence. Hence, the aim of all the
research works are to investigate about the approaches secondary schools towards the facilitation
of MI. Along with this, all the articles focus on the theory of multiple intelligence to promote
interactive learning and teaching atmosphere.
Reflection
According to the summary, the core concept of all the research works are clear.
Reflecting on the first article it can be said that, it clearly defines the notion of multiple

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intelligence for the teachers and students. Incorporating the concept of multiple intelligence with
the domain of teaching is the important change noticed in the academic field. The teachers are
restructuring their thinking procedure for self-improvement. From the literature review it can be
understood that multiple intelligence is the most effective and innovative perspective for the
entire education process. On the other hand, from the second article, one can easily define the
terms including multiple intelligence, metacognition, and their impact on effective teaching. The
entire investigation is presented with the domain of chemistry laboratory and the model of 4Ex2.
The article demonstrates that the chemistry teachers must acknowledge the existing chemistry in
day to life to teach the students in classroom. Here regular activity includes the mental and
physical activity an individual performs in one day. In the third article, the researchers are simply
focusing on the main aspects of multiple intelligence solely responsible in building the individual
behavior. These nine aspects one should have are – verbal/linguistic, logical-mathematical,
spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, naturalistic, and existential
aspects. This research work mentioned how all the aspects are influencing the specific behavior
of an individual.From all the three articles, it can be understood that multiple intelligence is an
effective strategy that can improve the performance of teachers. The teachers will be able to
motivate the students and create an interactive teaching and learning environment within the
institution.

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References
ALTUNDAĞ, C. K. (2018). Context-based chemistry teaching within the 4Ex2 model: its
impacts on metacognition, multiple intelligence, and achievement. Journal of Turkish
Science Education, 15(2), 1-12.
Boaca, V., Gavrila, C., & Marghitan, A. L. (2014). Harnessing multiple intelligences by
interactive teaching strategies in specialty classes. Research Journal of Agricultural
Science, 46(3), 90-95.
Gul, R., & Rafique, M. (2017). Teachers Preferred Approaches towards Multiple Intelligence
Teaching: Enhanced Prospects for Teaching Strategies. Journal of Research &
Reflections in Education (JRRE), 11(2).