Linguistic intelligence dominated both series while natural intelligence was least frequent¶

Claim · All claims
Evidence · 1 study (2 entries) · design r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2018: local conditions change quickly

Subclaims¶

q2 i? In the Interchange series, linguistic intelligence (47%) was most frequent and natural intelligence (1.09%) least frequent. → Mahmoud Abdi Tabari & Iman Abdi Tabari 2015 q2 i? In the high school textbooks, linguistic intelligence (53%) was most frequent and natural intelligence (0.4%) least frequent. → Mahmoud Abdi Tabari & Iman Abdi Tabari 2015 (2)

Evidence¶

Mahmoud Abdi Tabari & Iman Abdi Tabari 2015¶

Mahmoud Abdi Tabari & Iman Abdi Tabari. (2015). Links between Bloom's Taxonomy and Gardener's Multiple Intelligences: The issue of Textbook Analysis. Advances in Language and Literary Studies, 6(1). https://doi.org/10.7575/aiac.alls.v.6n.1p.94

q2 · i? · design · r2

Descriptive frequency grid of 638 coded intelligence evidences in the Interchange series (Table 3): linguistic 300, logical 167, spatial 50, interpersonal 67, with musical, kinesthetic, intrapersonal and natural lowest. Descriptive percentages only.

"the most frequent kind of intelligence was linguistic intelligence (%47) and the least was natural intelligence (%1.09)."

Mahmoud Abdi Tabari & Iman Abdi Tabari 2015 (2)¶

Mahmoud Abdi Tabari & Iman Abdi Tabari. (2015). Links between Bloom's Taxonomy and Gardener's Multiple Intelligences: The issue of Textbook Analysis. Advances in Language and Literary Studies, 6(1). https://doi.org/10.7575/aiac.alls.v.6n.1p.94

q2 · i? · design · r2

Descriptive frequency grid of 476 coded intelligence evidences in the four high school textbooks (Table 4): linguistic 255, logical 123, with musical and intrapersonal at 4 each and natural at 2. Descriptive percentages only.

"the most frequent intelligence in the high school textbooks was linguistic intelligence (%53) while natural intelligence (%0.4) was the least in the grid."

Discussion¶

Related Claims¶

• The two textbook series differ significantly in the distribution of intelligences across learning objectives — related
• The Interchange series covered learning objectives more comprehensively than the Iranian high school textbooks — related
• Comprehension and application were the most frequent learning objectives in both series, with evaluation least frequent — related