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

Authors

  • Maria Clara Sodré Salgado Gama Pontifícia Universidade Católica do Rio de Janeiro, Rio de Janeiro,

DOI:

https://doi.org/10.5902/1984686X14320

Keywords:

Intelligence, Giftedness, Curriculum.

Abstract

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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Author Biography

Maria Clara Sodré Salgado Gama, Pontifícia Universidade Católica do Rio de Janeiro, Rio de Janeiro,

Pedagoga, Mestre em Educação pelo Lesley College,  Boston e Doutora em Educação de Superdotados pela Columbia University, Nova York.  Professora da PUC-RJ, Diretora Técnica da ACERTA e Superintendente do ILECCA

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Published

2014-09-23

How to Cite

Sodré Salgado Gama, M. C. (2014). Gardner’s and Sternberg’s Theories of Intelligence Facilitating the Education of Gifted Students. Special Education Magazine, 27(50), 665–674. https://doi.org/10.5902/1984686X14320

Issue

Revista Educação Especial, v. 27, n. 50, set./dez. 2014

Section

Dossier: High abilities/giftedness

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We declare that all articles present in the journal Revista Educação Especial (UFSM) are originals and were not submitted for publishing on any other publication, as a whole or a fraction.  We also declare that, after being published by Revista Educação Especial (UFSM), a paper will not be submitted to another journal within two years. After this time, our journal transfers the publishing rights to the authors, with a permit granted by the Editorial Council.

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