Multiple Intelligences Analysis and Emotional Implications in STEM Education for Students up to K-12

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Author(s): Esperanza Rosiña (University of Extremadura, Spain), M. Luisa Bermejo (University of Extremadura, Spain), Miriam del Barco (University of Extremadura, Spain), Florentina Cañada (University of Extremadura, Spain)and Jesus Sanchez-Martin (University of Extremadura, Spain)
Copyright: 2020
Pages: 20
Source title: Examining Multiple Intelligences and Digital Technologies for Enhanced Learning Opportunities
Source Author(s)/Editor(s): Robert Z. Zheng (University of Utah, USA)
DOI: 10.4018/978-1-7998-0249-5.ch013

Keywords: Education / Educational Technologies / Information Science Reference

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Abstract

This chapter investigates whether there is a relationship between emotional management and the prevailing intelligence profile of a sample of pupils in the last year of primary education and two years of lower secondary education with respect to their learning in STEM subjects. A questionnaire was designed to collect information on multiple intelligences and the emotional factor. The sample comprised 143 pupils from the 6th of primary education and 2nd and 4th of secondary education classes in a state school. It was found that the pupils with a predominantly logical-mathematical and/or visual-spatial intelligence also scored better on the items related to the emotional and adaptation factor in science classes.

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Multiple Intelligences Analysis and Emotional Implications in STEM Education for Students up to K-12

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