multiple intelligences theory, imbalance develop gifted, case study
Abstract
This study is a case study conducted to investigate the characteristics of the gifted student with
the imbalanced intelligence based on the theory of multiple intelligence. The purpose of this study is to
obtain suggestions through the characteristics that are exposed by the analysis of the overall environment
in the classroom. This case study was carried out with a gifted first grade elementary student who had
excellent abilities to manipulation and operate machineries but showed difficulties in school social life. Data
collection to analyze research subject was conducted in combination with classroom observation, video
analysis, one-to-one expert tuition and interviews with his surroundings. Collected date was analyzed and
processed in accordance to Gardner¡¯s multiple intelligence theory. The results of the analysis are as follows.
First, according to the learning situation and development area of ? intelligences, it showed a significant
difference of concerns and interests, and concentration of students. Thus, the deficit problem situation may
occur in the learning process, such as receiving a low evaluation occurs, the effect of stigma from fellow
teachers and was feared. Second, it is shown norms deviant behavior accompanying the desire to solve the
curiosity and represent the creative thinking. Became the norm deviant behavior, such as stick to his thoughts
in violation of norms of the population to express greed or devised a new way, and trying to deformation.
Third, the main intelligences of school evaluation and the intelligences that the student develops intelligence
are inconsistent. he developed intelligences of student are difficult to expose in the items to be evaluated
by the school. And if the main intelligences of school evaluation represented by logical mathematical
intelligence and linguistic intelligence are not developed it is supposed to receive a lower evaluation
compared student's actual ability. Suggestions based upon the results derived from this case study are as
follows. First, a sufficient opportunity to develop gifted students¡¯ full potential must be provided. Second,
it is necessary to form an individual manual to differentiate various multiple intelligences. Third, specific
assessment tools in combination with instructional design should be implemented in order to stimulate and
discover students with multiple intelligence.
