Gardner’s and Sternberg’s Theories of Intelligence Facilitating the Education of Gifted Students

Detalhes bibliográficos
Autor(a) principal: Sodré Salgado Gama, Maria Clara
Data de Publicação: 2014
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/14320
Resumo: The aim of this paper is to offer a theoretical basis for the education of gifted and talented students. The work emphasizes the existence of specialists who, starting from different points of view, offer different conceptions of intelligence, to reach the views of Howard Gardner and Robert Sternberg. According to Gardner’s theory of Multiple Intelligences, there are eight different intelligences (linguistic, logical-mathematical, musical, spatial, naturalistic, kinesthetic, interpersonal and intrapersonal), each corresponding to a different symbolic system. According to Sternberg’s Triarchic theory, there are three types of intelligence (creative, analytical and practical). In Gardner’s conception, the intelligences correspond to the contents of cognition, whereas in Sternberg, each correspond to the processes of cognition. The paper suggests that Sternberg processes can be applied to each of Gardner’s contents, in both the identification of students and the planning of curricula that will cater to the students’ individual needs, facilitating the development of their gifts and talents.
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spelling Gardner’s and Sternberg’s Theories of Intelligence Facilitating the Education of Gifted StudentsAs Teorias de Gardner e de Sternberg na Educação de SuperdotadosIntelligenceGiftednessCurriculum.InteligênciaSuperdotaçãoCurrículoThe aim of this paper is to offer a theoretical basis for the education of gifted and talented students. The work emphasizes the existence of specialists who, starting from different points of view, offer different conceptions of intelligence, to reach the views of Howard Gardner and Robert Sternberg. According to Gardner’s theory of Multiple Intelligences, there are eight different intelligences (linguistic, logical-mathematical, musical, spatial, naturalistic, kinesthetic, interpersonal and intrapersonal), each corresponding to a different symbolic system. According to Sternberg’s Triarchic theory, there are three types of intelligence (creative, analytical and practical). In Gardner’s conception, the intelligences correspond to the contents of cognition, whereas in Sternberg, each correspond to the processes of cognition. The paper suggests that Sternberg processes can be applied to each of Gardner’s contents, in both the identification of students and the planning of curricula that will cater to the students’ individual needs, facilitating the development of their gifts and talents.http://dx.doi.org/10.5902/1984686X14320O objetivo deste trabalho é propor duas conceituações de inteligência – diferentes porém compatíveis – na fundamentação teórica do trabalho com alunos superdotados. O texto enfatiza a existência de diferentes teóricos que, a partir de pressupostos variados, chegam a concepções diversas sobre inteligência; parte da constatação de grande variedade de conceitos, para chegar às conceituações contemporâneas de Howard Gardner e Robert Sternberg.  Segundo Gardner, em sua Teoria das Inteligências Múltiplas, existem pelo menos oito inteligências (linguística, logicomatemática, cinestésica, espacial, musical, interpessoal, intrapessoal e naturalista), que correspondem a diferentes sistemas simbólicos; e segundo Sternberg, em sua Teoria Triárquica de Inteligência, existem três diferentes formas de inteligência (analítica, criativa e prática).  Na concepção de Gardner, as inteligências referem-se a diferentes conteúdos da cognição, enquanto que na de Sternberg, o comportamento inteligente se dá através de diferentes processos.  Os diferentes processos definidos por Sternberg podem ser aplicados a cada uma das inteligências de Gardner, não só na identificação de alunos superdotados, como também no desenvolvimento de currículos especiais que de fato levem alunos superdotados ao maior desenvolvimento possível de seus potenciais.Universidade Federal de Santa Maria2014-09-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/1432010.5902/1984686X14320Special Education Magazine; Revista Educação Especial, v. 27, n. 50, set./dez. 2014; 665-674Revista de Educación Especial; Revista Educação Especial, v. 27, n. 50, set./dez. 2014; 665-674Revista Educação Especial; Revista Educação Especial, v. 27, n. 50, set./dez. 2014; 665-6741984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/14320/pdfSodré Salgado Gama, Maria Clarainfo:eu-repo/semantics/openAccess2014-11-24T13:48:27Zoai:ojs.pkp.sfu.ca:article/14320Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2014-11-24T13:48:27Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Gardner’s and Sternberg’s Theories of Intelligence Facilitating the Education of Gifted Students
As Teorias de Gardner e de Sternberg na Educação de Superdotados
title Gardner’s and Sternberg’s Theories of Intelligence Facilitating the Education of Gifted Students
spellingShingle Gardner’s and Sternberg’s Theories of Intelligence Facilitating the Education of Gifted Students
Sodré Salgado Gama, Maria Clara
Intelligence
Giftedness
Curriculum.
Inteligência
Superdotação
Currículo
title_short Gardner’s and Sternberg’s Theories of Intelligence Facilitating the Education of Gifted Students
title_full Gardner’s and Sternberg’s Theories of Intelligence Facilitating the Education of Gifted Students
title_fullStr Gardner’s and Sternberg’s Theories of Intelligence Facilitating the Education of Gifted Students
title_full_unstemmed Gardner’s and Sternberg’s Theories of Intelligence Facilitating the Education of Gifted Students
title_sort Gardner’s and Sternberg’s Theories of Intelligence Facilitating the Education of Gifted Students
author Sodré Salgado Gama, Maria Clara
author_facet Sodré Salgado Gama, Maria Clara
author_role author
dc.contributor.author.fl_str_mv Sodré Salgado Gama, Maria Clara
dc.subject.por.fl_str_mv Intelligence
Giftedness
Curriculum.
Inteligência
Superdotação
Currículo
topic Intelligence
Giftedness
Curriculum.
Inteligência
Superdotação
Currículo
description The aim of this paper is to offer a theoretical basis for the education of gifted and talented students. The work emphasizes the existence of specialists who, starting from different points of view, offer different conceptions of intelligence, to reach the views of Howard Gardner and Robert Sternberg. According to Gardner’s theory of Multiple Intelligences, there are eight different intelligences (linguistic, logical-mathematical, musical, spatial, naturalistic, kinesthetic, interpersonal and intrapersonal), each corresponding to a different symbolic system. According to Sternberg’s Triarchic theory, there are three types of intelligence (creative, analytical and practical). In Gardner’s conception, the intelligences correspond to the contents of cognition, whereas in Sternberg, each correspond to the processes of cognition. The paper suggests that Sternberg processes can be applied to each of Gardner’s contents, in both the identification of students and the planning of curricula that will cater to the students’ individual needs, facilitating the development of their gifts and talents.
publishDate 2014
dc.date.none.fl_str_mv 2014-09-23
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/14320
10.5902/1984686X14320
url http://periodicos.ufsm.br/educacaoespecial/article/view/14320
identifier_str_mv 10.5902/1984686X14320
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/14320/pdf
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
publisher.none.fl_str_mv Universidade Federal de Santa Maria
dc.source.none.fl_str_mv Special Education Magazine; Revista Educação Especial, v. 27, n. 50, set./dez. 2014; 665-674
Revista de Educación Especial; Revista Educação Especial, v. 27, n. 50, set./dez. 2014; 665-674
Revista Educação Especial; Revista Educação Especial, v. 27, n. 50, set./dez. 2014; 665-674
1984-686X
reponame:Revista Educação Especial (UFSM)
instname:Universidade Federal de Santa Maria (UFSM)
instacron:UFSM
instname_str Universidade Federal de Santa Maria (UFSM)
instacron_str UFSM
institution UFSM
reponame_str Revista Educação Especial (UFSM)
collection Revista Educação Especial (UFSM)
repository.name.fl_str_mv Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)
repository.mail.fl_str_mv educacaoespecial@smail.ufsm.br||clenioberni@gmail.com
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