Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/17313
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dc.contributor.authorKivunja, Charlesen
dc.date.accessioned2015-05-14T17:11:00Z
dc.date.issued2015en
dc.identifier.citationCreative Education, 6(6), p. 612-622en
dc.identifier.issn2151-4771en
dc.identifier.issn2151-4755en
dc.identifier.urihttps://hdl.handle.net/1959.11/17313en
dc.description.abstractAlthough we owe a debt of gratitude to Howard Gardner for articulating in 1983 that all human beings have many intelligences, the recognition that there is a multiplicity of intelligences (MI) among humans and that some are more endowed with and have greater dexterity in some of the intelligences than that in others is nearly as old as mankind. It is well understood that critical thinking is essential for success in all human endeavors. Unfortunately, critical thinking is not explicitly taught in most learning contexts. This paper is guided by the cognitive principle that teaching that aligns with the learner's stronger intelligences and learning style can facilitate active learning and critical thinking. This is a strong pedagogical reason for us as pedagogues with the privilege of training teachers, to make sure that our students adopt this cognitive principle to facilitate learning among all their students - not just those gifted in the orthodoxy skills of language and logic. This paper uses the example of Gardner's bodily-kinesthetic MI to illustrate how trainee and practising teachers can apply some of the latest digital technologies to mobilize the MI of digital students endowed with the bodily-kinesthetic MI to enhance their active learning and critical thinking.en
dc.languageenen
dc.publisherScientific Research Publishing Incen
dc.relation.ispartofCreative Educationen
dc.titleCreative Engagement of Digital Learners with Gardner's Bodily Kinaesthetic Intelligence to Enhance Their Critical Thinkingen
dc.typeJournal Articleen
dc.identifier.doi10.4236/ce.2015.66060en
dcterms.accessRightsGolden
dc.subject.keywordsHigher Educationen
dc.subject.keywordsCurriculum and Pedagogy Theory and Developmenten
dc.subject.keywordsPrimary Education (excl Maori)en
local.contributor.firstnameCharlesen
local.subject.for2008130105 Primary Education (excl Maori)en
local.subject.for2008130202 Curriculum and Pedagogy Theory and Developmenten
local.subject.for2008130103 Higher Educationen
local.subject.seo2008930101 Learner and Learning Achievementen
local.subject.seo2008930102 Learner and Learning Processesen
local.subject.seo2008930103 Learner Developmenten
local.profile.schoolSchool of Educationen
local.profile.emailckivunja@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20150418-080350en
local.publisher.placeUnited States of Americaen
local.format.startpage612en
local.format.endpage622en
local.peerreviewedYesen
local.identifier.volume6en
local.identifier.issue6en
local.access.fulltextYesen
local.contributor.lastnameKivunjaen
dc.identifier.staffune-id:ckivunjaen
local.profile.orcid0000-0002-3520-0745en
local.profile.roleauthoren
local.identifier.unepublicationidune:17526en
local.identifier.handlehttps://hdl.handle.net/1959.11/17313en
dc.identifier.academiclevelAcademicen
local.title.maintitleCreative Engagement of Digital Learners with Gardner's Bodily Kinaesthetic Intelligence to Enhance Their Critical Thinkingen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.description.statisticsepubsVisitors: 304<br />Views: 326<br />Downloads: 0en
local.search.authorKivunja, Charlesen
Appears in Collections:Journal Article
School of Education
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