Resumo

MAINIERI HIDALGO, Aida María. Theoretical Conceptualizations and Methodological Strategies used by First Cycle Teachers in Implementing the Theory of Multiple Intelligences. Rev. Actual. Investig. Educ [online]. 2015, vol.15, n.1, pp.147-186. ISSN 1409-4703.

This article shows the scientific research results developed in the Master of Educational Psychology at the UNED (Universidad Estatal a Distancia). This research seeks to recognize the theoretical conceptualizations and methodological strategies used by first cycle teachers implementing the Theory of Multiple Intelligences in the curriculum in the Costa Rican educational system as well as in the neighboring country of Chiriqui-Panama. The research methods guiding the study is basically qualitative and hermeneutic. Thus, the research was conducted for exploratory purposes, which used the application and analysis of in-depth semi-structured interviews to both teachers and experts, in order to gather samples through grounded theory, fieldwork observations, focus groups, and a broad theoretical and documentary study of the systems. The study provides a broad perspective on the possibilities and advantages of the Multiple Intelligence Theory in the educational system. The study remains the integrity of both students and teachers positively; it provides a broader and stronger support for the development of human potential, learning, and construction of knowledge. This is evident in the empirical results of this study, particularly in the teaching and evaluative strategies.

Palavras-chave : multiple intelligences theory; project based methods; teaching strategies; primary education; Costa Rica; Panama.

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