An Active Learning Framework for Ecological Intelligence: Using Activities of Multiple Intelligences to Achieve Ecological Awareness

The current paper aimed to identify the relation between ecological intelligence (EI) and the types of multiple intelligences (MI); and pointed out how ecological awareness could be raised through activities of MI. Data was gathered from the freshman students (N = 68) who studied at the Department...

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Autores principales:	Nalan Akkuzu Güven, Melis Arzu Uyulgan
Formato:	article
Lenguaje:	EN
Publicado:	ICASE 2021
Materias:	ecological awareness environmental education environmental issues theory of multiple intelligences Theory and practice of education LB5-3640 Science Q
Acceso en línea:	https://doaj.org/article/ec10a8fb8a6f4c879e7098eb2dfd7be4
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spelling	oai:doaj.org-article:ec10a8fb8a6f4c879e7098eb2dfd7be42021-12-02T19:53:12ZAn Active Learning Framework for Ecological Intelligence: Using Activities of Multiple Intelligences to Achieve Ecological Awareness 10.33828/sei.v32.i4.112077-2327https://doaj.org/article/ec10a8fb8a6f4c879e7098eb2dfd7be42021-12-01T00:00:00Zhttp://www.icaseonline.net/journal/index.php/sei/article/view/340https://doaj.org/toc/2077-2327 The current paper aimed to identify the relation between ecological intelligence (EI) and the types of multiple intelligences (MI); and pointed out how ecological awareness could be raised through activities of MI. Data was gathered from the freshman students (N = 68) who studied at the Department of Primary Education. Four measures were used in this case study: interviews, multiple intelligence inventory (MII), ecological intelligence scale (EIS), and students' 5-min notes. Correlation analysis was used to find the relationship between the students’ ecological intelligence and the types of MI. The responses to interview questions were coded into discrete themes. Findings indicated that the intelligence type which had the most correlation with the sub-dimensions of EIS was InterP. Moreover, moderate relations were determined between the sub-dimensions of EIS and the types of MI which were Bodily/Kinesthetic (BK) and Visual/Spatial (VS). Although the students had difficulties in activities such as drama and role-playing for BK intelligence, they enjoyed, and had better motivation to learn collaboratively during the activities through visual tools. Ecological intelligence relates to various types of MI. Based on this assertion the activities of MI should be integrated in-class environmental activities for students to acquire ecological awareness and sensitivity. Nalan Akkuzu Güven Melis Arzu Uyulgan ICASEarticleecological awarenessenvironmental educationenvironmental issuestheory of multiple intelligencesTheory and practice of educationLB5-3640ScienceQENScience Education International, Vol 32, Iss 4, Pp 358-367 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	ecological awareness environmental education environmental issues theory of multiple intelligences Theory and practice of education LB5-3640 Science Q
spellingShingle	ecological awareness environmental education environmental issues theory of multiple intelligences Theory and practice of education LB5-3640 Science Q Nalan Akkuzu Güven Melis Arzu Uyulgan An Active Learning Framework for Ecological Intelligence: Using Activities of Multiple Intelligences to Achieve Ecological Awareness
description	The current paper aimed to identify the relation between ecological intelligence (EI) and the types of multiple intelligences (MI); and pointed out how ecological awareness could be raised through activities of MI. Data was gathered from the freshman students (N = 68) who studied at the Department of Primary Education. Four measures were used in this case study: interviews, multiple intelligence inventory (MII), ecological intelligence scale (EIS), and students' 5-min notes. Correlation analysis was used to find the relationship between the students’ ecological intelligence and the types of MI. The responses to interview questions were coded into discrete themes. Findings indicated that the intelligence type which had the most correlation with the sub-dimensions of EIS was InterP. Moreover, moderate relations were determined between the sub-dimensions of EIS and the types of MI which were Bodily/Kinesthetic (BK) and Visual/Spatial (VS). Although the students had difficulties in activities such as drama and role-playing for BK intelligence, they enjoyed, and had better motivation to learn collaboratively during the activities through visual tools. Ecological intelligence relates to various types of MI. Based on this assertion the activities of MI should be integrated in-class environmental activities for students to acquire ecological awareness and sensitivity.
format	article
author	Nalan Akkuzu Güven Melis Arzu Uyulgan
author_facet	Nalan Akkuzu Güven Melis Arzu Uyulgan
author_sort	Nalan Akkuzu Güven
title	An Active Learning Framework for Ecological Intelligence: Using Activities of Multiple Intelligences to Achieve Ecological Awareness
title_short	An Active Learning Framework for Ecological Intelligence: Using Activities of Multiple Intelligences to Achieve Ecological Awareness
title_full	An Active Learning Framework for Ecological Intelligence: Using Activities of Multiple Intelligences to Achieve Ecological Awareness
title_fullStr	An Active Learning Framework for Ecological Intelligence: Using Activities of Multiple Intelligences to Achieve Ecological Awareness
title_full_unstemmed	An Active Learning Framework for Ecological Intelligence: Using Activities of Multiple Intelligences to Achieve Ecological Awareness
title_sort	active learning framework for ecological intelligence: using activities of multiple intelligences to achieve ecological awareness
publisher	ICASE
publishDate	2021
url	https://doaj.org/article/ec10a8fb8a6f4c879e7098eb2dfd7be4
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An Active Learning Framework for Ecological Intelligence: Using Activities of Multiple Intelligences to Achieve Ecological Awareness

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