International Journal of Home Science
2018, VOL. 4 ISSUE 1, PART D
Imparting social science curriculum through visual/spatial intelligence to foster active learning among the elementary school classroom
Author(s): Amitha V and Dr. AHM Vijayalaxmi
Multiple Intelligences is a novel concept in the Indian early education system. Multiple Intelligences (Gardner, 1983) based teaching-learning helps to understand each child’s personality and interest individually in order to impart the best education. The present study is focused on application of Gardner’s spatial intelligences in imparting a selected curriculum. Visual/Spatial Intelligence is an ability to visualize the world accurately, modify their surroundings based upon their perceptions, and recreate the aspects of their visual experiences. People with high visual-spatial intelligence are good at remembering images, faces, and fine details. The aim of the present research article is to find out the influence of Visual/Spatial Intelligence based intervention program in the social science curriculum to foster active learning among the elementary children. A self-structured Multiple Intelligences Inventory with 0.729 Cronbach’s alpha and 0.638 split-half correlation and and Active Learning Scale with 0.827 Cronbach’s alpha and 0.921 split-half correlation were administered to the respondents. The sample consists of both boys and girls of sixth standard, where, 50 children for experimental group from Ramashree Udaya Education Society and 50 children for control group from Seshadripuram school was selected for the study. The students were initially assessed and grouped based on their intelligences using Multiple Intelligences scale. Visual/Spatial Intelligence was found to be dominant among the sixth grade classroom. Hence, the Teaching-Learning Materials (TLM) were developed in accordance with Visual/Spatial Intelligence for social science curriculum. The Teaching-Learning Materials (TLM) were introduced to the 50 respondents of experimental group. The results revealed highly significant differences between the pre-test and post-test scores of the experimental group children indicating the Visual/Spatial Intelligence intervention had an influence on active learning among the children of experimental group. Identifying the dominant intelligence in the children and helping them to recognize their own potentials and imparting teaching as well encouraging them to learn accordingly is very important.
How to cite this article:
Amitha V and Dr. AHM Vijayalaxmi. Imparting social science curriculum through visual/spatial intelligence to foster active learning among the elementary school classroom. International Journal of Home Science. 2018; 4(1): 240-244.