Hassan, H. (2020). The Effect of Using a Program Based on Multiple Intelligences Theory in Teaching Geometry on Developing Preparatory Stage Pupils’ Habits of Mind. Journal of Research in Curriculum Instruction and Educational Technology, 6(1), 149-174. doi: 10.21608/jrciet.2020.67947
Halah Mahmoud Hassan. "The Effect of Using a Program Based on Multiple Intelligences Theory in Teaching Geometry on Developing Preparatory Stage Pupils’ Habits of Mind". Journal of Research in Curriculum Instruction and Educational Technology, 6, 1, 2020, 149-174. doi: 10.21608/jrciet.2020.67947
Hassan, H. (2020). 'The Effect of Using a Program Based on Multiple Intelligences Theory in Teaching Geometry on Developing Preparatory Stage Pupils’ Habits of Mind', Journal of Research in Curriculum Instruction and Educational Technology, 6(1), pp. 149-174. doi: 10.21608/jrciet.2020.67947
Hassan, H. The Effect of Using a Program Based on Multiple Intelligences Theory in Teaching Geometry on Developing Preparatory Stage Pupils’ Habits of Mind. Journal of Research in Curriculum Instruction and Educational Technology, 2020; 6(1): 149-174. doi: 10.21608/jrciet.2020.67947
The Effect of Using a Program Based on Multiple Intelligences Theory in Teaching Geometry on Developing Preparatory Stage Pupils’ Habits of Mind
The ability of individuals to employ intelligent behavior when they do not know the correct answer or solution to a problem is a basic skill that must be acquired through the study of geometry, and these behaviors are called the habits of mind. The application of the theory of multiple intelligences in teaching can affect the development of these habits, because they present content in ways that suit different learners' intelligences, and thus they practice a range of mental habits according to these intelligences. The aim of this research was to identify the effect of using a program in teaching Geometry based on the theory of multiple intelligences on the development of some habits of mind of second year preparatory pupils in Minya. The research sample consisted of (72) female pupils, namely two classes chosen from among the pupils of Martyr Mohammed Hamed Abdel Hakim School in Mallawi, Minya Governorate. They were divided into an experimental group (N=36) and a control group (N=36). The research materials included a program for teaching Geometry based on the Theory of Multiple Intelligences to teach the similarity and converse of Pythagoras Theorem unit studied in the second semester. The program included a teacher’s guide and a pupil’s activity book. While the instruments of measurement included a researcher-made scale for mind habits. The findings showed that there is a statistically significant difference at (0.01) between the mean scores of the experimental group and control group on the post-application of the mind habits scale in favor of the experimental group. The ability of individuals to employ intelligent behavior when they do not know the correct answer or solution to a problem is a basic skill that must be acquired through the study of geometry, and these behaviors are called the habits of mind. The application of the theory of multiple intelligences in teaching can affect the development of these habits, because they present content in ways that suit different learners' intelligences, and thus they practice a range of mental habits according to these intelligences. The aim of this research was to identify the effect of using a program in teaching Geometry based on the theory of multiple intelligences on the development of some habits of mind of second year preparatory pupils in Minya. The research sample consisted of (72) female pupils, namely two classes chosen from among the pupils of Martyr Mohammed Hamed Abdel Hakim School in Mallawi, Minya Governorate. They were divided into an experimental group (N=36) and a control group (N=36). The research materials included a program for teaching Geometry based on the Theory of Multiple Intelligences to teach the similarity and converse of Pythagoras Theorem unit studied in the second semester. The program included a teacher’s guide and a pupil’s activity book. While the instruments of measurement included a researcher-made scale for mind habits. The findings showed that there is a statistically significant difference at (0.01) between the mean scores of the experimental group and control group on the post-application of the mind habits scale in favor of the experimental group.
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