پیش بینی ارتباط بین استراتژی های روش های تدریس و هوش چندگانه برخی از دانشجویان فارغ التحصیل دختر در دانشگاه اسلامی امام محمد بن سعود

In this paper Gardner's theory of Multiple Intelligence is used conducting an experimental study on some of female graduate students in the department of teaching and curriculum at Imam Mohammad Ibn Saud Islamic University. We notice that MA female students exercise all types of MI. This may allow flexibility to their instructors in selecting diverse teaching strategies. However, the teaching strategies should be rearranged according to the student's order of these types of MI. The teaching strategies are consistent with the types of MI course “Curriculum Planning (TE731)” assigned for MA female student, In the Naturalist Intelligence, the teaching strategies are perfectly consistent with the different types of MI and in the Spatial and Bodily- Bodily-Kinaesthetic Intelligences they are relatively similar. However, the teaching strategies used in Intrapersonal and Logical-mathematical intelligences are inconsistent.

The Multiple Intelligence Theory (MI) proposed by Gardner in 1983 is considered one of the recent theories that examines and assesses one’s mental capabilities on the one hand, and the methods and processes of learning and knowledge acquisition on the other hand. In the beginning, Gardner proposes seven kinds of intelligence, then he added two more kinds as follows: Linguistic Intelligence, Logical-Mathematic Intelligence, Spatial Intelligence, Bodily-Kinesthetic Intelligence, Musical Intelligence, Intrapersonal Intelligence, Interpersonal Intelligence,Naturalistic Intelligence, and Existential Intelligence (Gardner, 2004). Therefore, it allows a wider scope for measuring the various kinds of intelligence which can be employed in teaching and learning and in helping students in developing their cognitive skills and their personal motives. Thus Gardner proposed the Multiple Intelligence Theory as a pedagogical theory informing the educational process. This theory made so considerable change in the pedagogical practices that the learner has become a participant in the process of learning rather than a passive receptor. It also paved the way for employing many teaching strategies as every kind of multiple intelligence has an appropriate range of teaching strategies (Armstrong, 1999). Several studies emphasize that traditional methods are pursued disregarding the types and strategies of intelligence for students. They solely focus on the linguistic and logical-mathematic intelligence (Jarwan, 2006). There are two important aspects of this study: theoretical and practical. The Multiple Intelligence Theory traced back to Gardner represents one of the channels of the rapid and recent change in the age of information revolution. It offers a wide scope of human intelligence and contributes in developing the integrated teaching process. Realizing the importance of this pedagogical theory, we embarked on this study to explore the appropriateness of teaching strategies to the Multiple Intelligence of MA(Master of Arts) female students majoring in Curricula and Teaching Strategies at Imam Mohammad Ibn Saud Islamic University. The significance of this study lies in raising the awareness of students about their multiple intelligence and their understanding of themselves. Developing a list of the teaching strategies informed by the Multiple Intelligence Theory that benefit the faculty so that they can consider MI in teaching female students.In addition, it draws the attention for promoting the academic performance for the faculty members. Imam Mohammad Ibn Saud Islamic University offers an MA program in Teaching Methods and Curricula. While teaching in this program, I noticed that these kinds of MI are considered by some faculty through using various teaching strategies. Having interviewed the students about the teaching strategies used in the courses offered in the program, they confirmed that some faculty employ various strategies, while some others rely primarily on lectures.

In Table 6 and Figure (1) we can conclude the following: Considering the types of MI attained and the teaching strategies used, we can find out that the strategies are not consistent with MI because Logical intelligence comes first while it is the eighth in the teaching strategies. This shows inconsistency in this type of intelligence.The teaching strategies are perfectly consistent with the Naturalist Intelligence; both of them come seventh in the lists. The teaching strategies of Bodily- Kinesthetic intelligence were relatively similar as this type comes fourth while it is the fifth in the teaching strategies. The same happens to the Spatial intelligence that comes second while it is the third in the teaching strategies.The teaching strategies of intrapersonal intelligence comes first while it is the fifth in the teaching strategies. This shows the inconsistency of the teaching strategies (group work, teaching in teams, cooperative learning, mutual teaching, peer teaching) to this type of MI. Table 6. Percentage of MI attained by students and percentage of MI