الفروق في الذكاءات المتعددة وأنماط التفكير بين الطلبة الموهوبين والطلبة غير الموهوبين في الأردن.

[الصحفي الطائر]

 

Abstract

Differences in Multiple Intelligences and Thinking Styles between Gifted, and Non-Gifted Students in Jordan.

Prepared by
Abdulmuhsin Selman Shalash Al-Saraj

Supervised by

Dr. Fathi Abdel Rahman Jarwan

The purpose of this study was to investigate the differences in multiple intelligences and thinking styles between gifted, and non- gifted students in Jordan. The sample of study (formed of 568 male and female students), Gifted students were randomly selected from; King Abdullah II for excellence in Alzarqa first region and Jubilee schools. Non-gifted students were randomly selected from three schools in the Amman fourth Directorate: The-Alnetaqyyn female schools, Tawfik Abu Al-huda male school, for the year 2010\2011.
The researcher used two instruments after checking their validity and reliability on a sample of (50) students:
- The short version list of Thinking Style Inventory Sternberg-Wagner Thinking Styles Inventory based on Theory of Mental Self-Government, after being translated and adapted in line with the Jordanian environment and then making sure its validity and reliability, where coefficient was unchanged with the use of equation of Koder-Richardson (20) Kr-20 (0.87, gifted),( 0.86non-gifted).
- The Mackenzie multiple intelligence survey tool (Mckenzie, 2000), (The Multiple Intelligence Inventory based on the original work by Howard Gardner in 1980s), Which was translated by Hussein (2003), and was relied on the final picture survey instrument consisting of seven intelligences.
The Statistical analyses of the study showed the following:
- Multiple intelligences (visual-spatial, logical mathematical, verbal- linguistic, musical, bodily-kinesthetic, and interpersonal) at the highest mean scores have ranged between (82.7-63.4), for gifted students. But the mean scores of the (interpersonal, bodily-kinesthetic, intrapersonal, visual-spatial intelligences) were at the highest levels ranging between (74.1-59.3) for non-gifted students.
- There were statistically significant differences at (α> 0.05) in multiple intelligence (visual-spatial, logical-mathematical, verbal-linguistic, and musical) in favor of gifted students. But there were statistically significant differences at (α=0.05) in interpersonal, intrapersonal, and bodily-kinesthetic intelligences in favor of non-gifted students.
- Thinking styles (legislative, judicial, external, executive) obtained highest mean scores among gifted students. Executive, internal, external, styles obtained high mean scores among non-gifted students.
- There were statistically significant differences at (α<0.05) on the thinking styles (legislative, judicial, global,monarchic( in favor of gifted students. But there were statistically significant differences at (α>0.05) on the thinking styles (Local, Internal, traditional, hierarchic) in favor of non-gifted students.
- There were no statistically significant differences at (α=0.05) on the thinking styles (liberal, external, oligarchic) between gifted and non-gifted students.
In light of these results the study recommended that that teachers of gifted and non-gifted students need to use methods and strategies of the multiple intelligences and thinking style theories in their teaching. It also recommended doing other studies including other variables and samples.