Teaching concepts upon the multiple intelligences in geography lessons in high schools

Abstract

Our geographical teachers at high schools have extensively used the methods of narration and question-answer. Teachers do not greatly make use of the contemporary approaches such as the project method, co-operation and multi-intelligence theory. The multi-intelligence theory based on the idea that each student is certainly superior in a field of intelligence is concerned with the varieties of teaching method in the geography lessons. While teaching the concepts concerning the lessons, a geography teacher who adopts the multi-intelligence theory should consult the different teaching types, taking into consideration the potentials of the students on the fields of intelligence. Only in this way, it may be possible to teach the geographical concepts and to make them attractive.