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Tarzan and the shattered mind: en kvalitativ studie av teorin om de multipla intelligenserna i relation till gymnasieskolans friluftslivsundervisning
Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
2007 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpStudent thesisAlternative title
Tarzan and the shattered mind : a qualitative study of the theory of the multiple intelligences in relation to outdoor life education in upper secondary school (English)
Abstract [sv]

Sammanfattning

Syfte och frågeställningar

Syftet med studien har varit att undersöka relationen mellan multipla intelligenser och skolans friluftslivsundervisning. Frågeställningarna har varit:

Vilka intelligenser utvecklas inom skolans friluftslivsundervisning, enligt lärare och elever?

Genom vilka moment i friluftslivsundervisningen utvecklas intelligenserna?

Metod

Datainsamlingen har skett genom ostrukturerade, djupgående intervjuer. Två lärare och två tredjeårselever på gymnasiet har enskilt intervjuats om hur friluftsliv har bedrivits i skolundervisningen. Intervjuerna har analyserats med ett schema, byggt på Howard Gardners teori om de multipla intelligenserna men utformats att tillämpas på friluftsliv.

Resultat

Resultaten visar att paddling stimulerar interpersonell, kroppslig, visuell-spatial och logisk-matematisk intelligens. Under orientering tränas följande intelligenser: logisk-matematisk, kroppslig och visuell-spatial. Till skillnad från den intrapersonella och visuell-spatiala intelligensen råder det bland respondenterna delade meningar om naturintelligensen stimuleras under vandring eller ej. I lägerliv stimuleras interpersonell och logisk-matematisk intelligens men också visuell-spatial, kroppslig och verbal-lingvistisk. I granskningen av klättring visar resultaten att alla intelligenser, utom naturintelligensen och den musikalisk-rytmiska intelligensen, aktiveras. Under långfärdsskridskoåkning tränas alla intelligenser utom naturintelligensen och den visuell-spatiala. Det råder dock bland respondenterna delade meningar om den musikalisk-rytmiska intelligensen aktiveras. Under utförsåkning stimuleras verbal-lingvistisk, kroppslig, intrapersonell samt interpersonell intelligens.

Slutsats

Enligt elever och lärare aktiveras samtliga intelligenser, utifrån vår tolkning av Gardners teori, i friluftslivsundervisningen. Det fanns dock motsägelser i respondenternas berättelser huruvida naturintelligensen aktiveras eller inte.

Abstract [en]

Abstract

Aim

The aim of the study was to investigate the relation between the multiple intelligences and outdoor life education in school. The questions at issue were:

What intelligences are developed within the outdoor life education in school, according to teachers and students?

In what activities in outdoor life education are the intelligences developed?

Method

The data for the report have been assembled by unstructured interviews. Two teachers and two students were interviewed one by one on the subject of how they practically operated in outdoor life education in school. The interviews have been analyzed with an analyze schedule, based on Dr. Howard Gardner’s theory of the multiple intelligences and formed to apply at outdoor life.

Results

In accordance with the respondents statements, canoeing stimulates the interpersonal, bodily, spatial and logical-mathematical intelligence. Following intelligences are improved during orienteering: logical-mathematical, bodily and spatial. There were, in opposite to the intrapersonal and spatial intelligence, different opinions whether the naturalist intelligence was stimulated during hiking or not. During camping the interpersonal and mathematical intelligence, as well as spatial, bodily and linguistic intelligence, are stimulated. The review of the results about climbing shows that all intelligences except the musical and the naturalist intelligence are activated. During tour skating on ice all intelligences, except the spatial and the naturalist intelligence are trained. Nevertheless, there are different opinions among the respondents whether the musical intelligence is activated. Downhill skiing stimulates linguistic, bodily, intrapersonal and interpersonal intelligence.

Conclusion

According to the respondents, all of the intelligences, proposed by Howard Gardner, are activated in outdoor life education in school. However, there were contradictions in the respondents’ statements, whether the naturalist intelligence was activated or not.

Place, publisher, year, edition, pages
2007.
Series
C-uppsats Lärarprogrammet, 71:2007
Keyword [en]
multiple intelligences, outdoor life, outdoor life education, MI-theory, MI
Keyword [sv]
multipla intelligenser, friluftsliv, friluftslivsundervisning, MI-teorin, MI
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:gih:diva-335OAI: oai:DiVA.org:gih-335DiVA: diva2:697
Uppsok
samhälle/juridik
Supervisors
Available from: 2008-01-10 Created: 2008-01-10

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