Teaching-learning methods and their influence on the development of multiple intelligences of initial education

https://doi.org/10.21744/irjmis.v8n6.1970

Authors

  • José Bernardo Cobeña Álava Pontificia Universidad Católica del Ecuador, Manabí, Portoviejo, Ecuador
  • Liseth Estefania Aguirre Vera Pontificia Universidad Católica del Ecuador, Manabí, Portoviejo, Ecuador
  • Verónica Flores Tipán Pontificia Universidad Católica del Ecuador, Manabí, Portoviejo, Ecuador
  • Gissella Valentina Loor Pinargote Pontificia Universidad Católica del Ecuador, Manabí, Portoviejo, Ecuador

Keywords:

diversity, influence on learning, multiple intelligences, student population, teaching-learning method

Abstract

When you start in the teaching process in the initial stage, methods are applied to develop the intelligence of the students. At present there are still teachers who apply traditional methodologies and who continue with the scheme where the teacher is the protagonist of learning, without noticing that the educator creates his learning from his need and interest, the teacher should only be a moderator or guide, in this stage. An investigation was carried out to determine the influence of teaching-learning methods in the development of multiple intelligences in initial education. Surveys were applied to teachers, using deductive, bibliographic, descriptive, and historical methods. Several authors were studied, obtaining as a result that teachers must propose challenges and obstacles to students in different subjects, for the student to develop new ways of understanding and learning using the appropriate methodological strategies such as play corners; With this suggestion, it is sought that the teacher is also creative when teaching his class.

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Published

2021-11-11

How to Cite

Álava, J. B. C., Vera, L. E. A., Tipán, V. F., & Pinargote, G. V. L. (2021). Teaching-learning methods and their influence on the development of multiple intelligences of initial education. International Research Journal of Management, IT and Social Sciences, 8(6), 701-711. https://doi.org/10.21744/irjmis.v8n6.1970

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Section

Peer Review Articles