TÉCNICAS DE ESTUDIO Y METODOLOGIA DE LA INVESTIGACIÓN
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Cómo trabajar con las inteligencias múltiples de Gardner

Cómo trabajar con las inteligencias múltiples de Gardner | TÉCNICAS DE ESTUDIO Y METODOLOGIA DE LA INVESTIGACIÓN | Scoop.it
Inteligencias Múltiples Por Mariella MazzaExisten más de ocho inteligencias que hacen la diferencia entre una persona u otra. Aprender
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Inteligencias múltiples y iPad: un nuevo contexto

Inteligencias múltiples y iPad: un nuevo contexto | TÉCNICAS DE ESTUDIO Y METODOLOGIA DE LA INVESTIGACIÓN | Scoop.it
Numerosos estudios han concluido que las personas somos capaces de desarrollar hasta nueve tipos de inteligencias distintas. Por eso hablamos de inteligencias múltiples y no de una sola inteligenci...
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Inteligencias múltiples y iPad: un nuevo contexto

Inteligencias múltiples y iPad: un nuevo contexto | TÉCNICAS DE ESTUDIO Y METODOLOGIA DE LA INVESTIGACIÓN | Scoop.it
Numerosos estudios han concluido que las personas somos capaces de desarrollar hasta nueve tipos de inteligencias distintas. Por eso hablamos de inteligencias múltiples y no de una sola inteligenci...
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INTELIGENCIAS MÚLTIPLES EN  FRANCES.

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Las inteligencias múltiples

Las inteligencias múltiples | TÉCNICAS DE ESTUDIO Y METODOLOGIA DE LA INVESTIGACIÓN | Scoop.it
A través de esta teoría el Dr Gardner llegó a la conclusión de que la inteligencia no es algo innato y fijo que domina todas las destrezas y habilidades de resolución de problemas que posee el ser humano, ha establecido que la inteligencia está localizada...
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ARCHIVO DE INTELIGENCIAS MÚLTIPLES JAPONES

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Theory of multiple intelligences - Wikipedia, the free encyclopedia

The theory of multiple intelligences was proposed by Howard Gardner in his 1983 book Frames of Mind: The Theory of Multiple Intelligences as a model of intelligence that differentiates intelligence into specific (primarily sensory) "modalities", rather than seeing it as dominated by a single general ability.

Gardner argues that there is a wide range of cognitive abilities, and that there are only very weak correlations among them. For example, the theory postulates that a child who learns to multiply easily is not necessarily more intelligent than a child who has more difficulty on this task. The child who takes more time to master multiplication may best learn to multiply through a different approach, may excel in a field outside mathematics, or may be looking at and understanding the multiplication process at a fundamentally deeper level. Such a fundamental understanding can result in slowness and can hide a mathematical intelligence potentially higher than that of a child who quickly memorizes the multiplication table despite possessing a less deep understanding of the process of multiplication.

Intelligence tests and psychometrics have generally found high correlations between different aspects of intelligence, rather than the low correlations which Gardner's theory predicts, supporting the prevailing theory of general intelligence rather than multiple intelligences (MI). The theory has been widely criticized by mainstream psychology for its lack of empirical evidence, and its dependence on subjective judgement. Certain models of alternative education employ the approaches suggested by the theory.

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apa6.pdf

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Importante documento  para guiarnos en la investigación.

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