As a Science teacher, I have noticed that students  learn more by doing  especially  in Laboratory works. 

            In 1983 , Dr. Gardner , an educational psychologist at Harvard University , in his millstone work  “ Frames of Mind “ presented the theory of Multiple Intelligence (MI) that has since gained global recognition and has successfully debunked the more traditional  IQ Theory . According to him , a person has at least 10 multiple intelligences . One of these intelligences is the Bodily Kinesthetic Intelligence.

 This intelligence is characterized by the use of the body to communicate and solve problems .It is also characterized by the adeptness in the use of objects and activities involving fine motor skills. Examples of kinesthetic activities in science can be found mostly in science Laboratory Activities. These activities help learners build cognitive bodies from making inferences to drawing conclusions. Students with good laboratory skills easily understand concepts. It also enhances   learner’s ability to explain, analyze   and   interpret laboratory. They learn well by moving their bodies, they learn best by touching things . The student has good coordination and timing; they respond well to physical stimulus in the environment. These students will learn more by direct participation.

According to Moyer, the use of technology is a must in teaching science and also for having kinesthetic intelligence . It can be a powerful Science teaching.

As suggested by Teresa Banzwie ( 1988 ) in A Moving Experience , the more we know about learning and how the brain works , the more evident it is that movement is important to the learning process . Why then, if all of the evidence directs us as educators to incorporate kinesthetic teaching strategies in to our classroom, do our students spend so much time in their desks?

Sarasin (1988) recommends educators to take learning style inventory to identify their own learning style. According to Sarasin (1988) , as educators we naturally tend to use teaching strategies that are in line with our learning style . Could it be that the majority of educators are not kinesthetic learners and therefore have undervalued the kinesthetic learning process? Since our ultimate goal is the success of all our students, we must recognize our biases and change our teaching strategies.

 Reference:              

H. Gardner. Creating Minds: An Anatomy of Creativity. New york Basic Books.

T. Banzwie. Using Kinestetic Strategies to Grade 7 2010.

By: Ronalyn P. Serrato | Teacher I | Bataan National High School