Writing Across the Curriculum: Designing Science Lessons Using the Theory of Multiple Intelligences to Promote Literacy

Authors

Bonita E. Flournoy
Ollie Manley

Abstract

As science teacher educators, whose task is to facilitate learning for teachers of science, we impress upon our pre-service teachers to engage their students in writing activities to promote literacy in science. One of the issues that our teachers frequently express in class is that students don’t like to read their textbooks or engage in traditional writing exercises. As we work with these pre-service teachers we assist them with developing a repertoire of strategies that can be used to engage students in reading and writing as they learn science. One way to actively engage students in reading and writing is to use Howard Gardner’s Theory of Multiple Intelligences. Dr. Howard Gardner, professor of education, at Harvard University, developed the Theory of Multiple Intelligences (Gardner, 1983). Dr. Gardner proposes eight different intelligences to account for a broad range of human potential in children and adults. These intelligences are verbal/linguistic, musical/rhythmic, bodily/kinesthetic, visual/spatial, interpersonal, intrapersonal, logical/mathematical, naturalist, and existential.

Author's Biographies

Dr. Bonita Flournoy is an Associate Professor of Science Education at Columbus State University in the Department of Teacher Education. Her research interests involve preparing highly qualified teachers in science and mathematics through improving science and mathematics pedagogical content knowledge.

Dr. Ollie Manley is an Assistant Professor of Science Education at Georgia State University in the Department of Science and Mathematics Education. Her research interests involve improving instructional strategies and assessment practices.

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Recommended Citation

Flournoy, B. E., & Manley, O. (2007). Writing Across the Curriculum: Designing Science Lessons Using the Theory of Multiple Intelligences to Promote Literacy. Perspectives In Learning, 8 (2). Retrieved from https://csuepress.columbusstate.edu/pil/vol8/iss2/6