APA 6th Edition Slavić, A. (2010). Gardnerov model višestrukih inteligencija. Školski vjesnik, 59 (1.), 7-19. Retrieved from https://hrcak.srce.hr/82336
MLA 8th Edition Slavić, Anđelka. "Gardnerov model višestrukih inteligencija." Školski vjesnik, vol. 59, no. 1., 2010, pp. 7-19. https://hrcak.srce.hr/82336. Accessed 29 Nov. 2021.
Chicago 17th Edition Slavić, Anđelka. "Gardnerov model višestrukih inteligencija." Školski vjesnik 59, no. 1. (2010): 7-19. https://hrcak.srce.hr/82336
Harvard Slavić, A. (2010). 'Gardnerov model višestrukih inteligencija', Školski vjesnik, 59(1.), pp. 7-19. Available at: https://hrcak.srce.hr/82336 (Accessed 29 November 2021)
Vancouver Slavić A. Gardnerov model višestrukih inteligencija. Školski vjesnik [Internet]. 2010 [cited 2021 November 29];59(1.):7-19. Available from: https://hrcak.srce.hr/82336
IEEE A. Slavić, "Gardnerov model višestrukih inteligencija", Školski vjesnik, vol.59, no. 1., pp. 7-19, 2010. [Online]. Available: https://hrcak.srce.hr/82336. [Accessed: 29 November 2021]
Abstracts Howard Gardner's multiple intelligences theory is a direct challenge to the "classical" view of intelligence as a single logical thinking skill. According to Gardner, intelligence is not a unique construct, but there are at least eight different intelligences that are relatively independent. Gardner has identified linguistic, logical-mathematical, spatial, musical, bodily-kinaesthetic, social (interpersonal), intelligence of the inner-self (intrapersonal) and naturalist intelligence.
The main impact of Gardner theory has been manifested in education. The theory of multiple intelligences assists teachers in meeting the specific educational and wider social needs of students and promoting understanding and respect among students. It opens the door to a wide variety of teaching strategies that can be easily implemented in classrooms, in which student self-respect, personal intellectual boosting and self-confidence is to be encouraged.