This is a content analysis of biology book in second grade of high school based on Gardner’s multiple intelligences. Different units of biology book in second grade was evaluated to explore how muchvariables of Gardner’s multiple intelligences formed content of this book. Each sentence was considered as analysis unit. Data analysis was done using descriptive statistics and chi square test. Findings showed that more attention has been paid to logical-mathematical intelligence. Most content of book has been presented by text and there was not balanced volume in different chapters of book. Some chaptershave more volume and others were meaningfully brief. In addition, multiple intelligences variables has not beenusedequally in different parts (i.e. text, self-assessment, learn more, figures). Moreover, intelligence variables were not used equally in different chapters and the entire book. Based on findings, biology book of second grade of high school is more focused on logical-mathematical intelligence and there is less or lack of attention to the other aspects of intelligence.

Nowadays, in line with trends in language teaching that follow the use of student-centered teaching/testing activities, there is growing consensus that students differ in their multiple intelligences. Furthermore, self-efficacy is one of the determining factors of success for people almost in any context. Assuming that the multiple intelligences profiles in tandem with self-efficacy of teachers may jointly work in shaping the efficiency and effectiveness of their teaching careers, this study investigated the relationship between Iranian EFL student-teachers’ multiple intelligences and their self-efficacy. Thirty five male and female EFL student-teachers from private language schools in Urmia completed Multiple Intelligences (McKenzie 1999) and the Teachers’ Senses of Efficacy Scale (Tschannen-Moran and Woolfolk-Hoy, 2001) questionnaires. A positive large correlation was found between total multiple intelligence and total self-efficacy of the student-teachers. The amount of R square in regression analysis indicated that teachers’ self-efficacy is accounted for by their multiple intelligences, and intrapersonal intelligence played a pivotal role in predicting self-efficacy of these teachers. The most frequently used and favored abilities were found to be intrapersonal and existential intelligences. Concerning self-efficacy sub-scales, teachers most reported to be self-efficacious in instructional strategies and student engagement. This study suggests that language teachers can benefit from multiple intelligences training programs and can apply the principles in their own classes in order to enhance the quality of the materials they deliver.

The purpose of the present study was to analyze the content of the Persian textbooks of the elementary school from the perspective of emphasizing the components of multiple intelligences (linguistic-verbal, mathematical-logical, visual-spatial, kinetic-physical, intrapersonal, interpersonal, naturalistic, musical and Existential). The present study is a descriptive and It's the kind of content-based analysis using the Shannon Entropy method. The statistical population includes all elementary Persian language textbooks. The statistical sample is equal to the statistical population. The research tool was a checklist of multiple intelligence components based on the scientific basis of multiple intelligences (Gardner and Fleetham), which the researcher developed and its content validity was verified by five experts. The reliability obtained using the re-run technique is 0.86 for the check list. The results of content analysis showed that in Persian textbooks, the coefficient of importance of verbal and natural language intelligence (0/115), visual-spatial intelligence, mathematical-logical, kinetic-physical, interpersonal, interpersonal and Existential (0/111) and musical intelligence (0/103). In other words, each of the components of multiple intelligences in Persian textbooks has not been considered in a balanced way, and Persian textbooks do not cover in same size multiple components of intelligence. Regarding the role of multiple intelligences in student’s life, and given the researchers' emphasis on this constract, it is essential for the authors of Persian textbooks to pay much attention to this in subsequent editions.

This study is an attempt to extend our current knowledge by exploring the relationship between spiritual intelligence (SI) and multiple intelligences (MI) on one hand and the relationship between spiritual intelligence and language learning strategies (LLS) on the other hand among 30 MA TEFL learners of a state university in Tehran. To this end, King's Spiritual Intelligence Self-Report Inventory, Oxford's Language Learning Strategy Inventory, and Multiple Intelligences Inventory developed by McKenzie were utilized to gather data. The obtained results revealed a moderate positive correlation between some subscales of SI and MI including: personal meaning production and musical intelligence, and also between existential intelligence, intrapersonal intelligence and critical existential thinking. Furthermore, a moderate positive correlation was found between conscious state expansion and metacognitive strategies as two subscales of SI and LLS. Based on the results, implications for further research are discussed.

In the past decades, usage of multiple intelligence theory based on postmodernism prepared advanced suitable conditions for students in learning.
Aim: this research is answer these two questions what is characteristics of multiple intelligence and usage instruction and learning?
the current study is review paper with key’s words multiple intelligence, instruction, and learning, in the investigation of Persian and English papers in the data based education and learning at SID, Noormags, Magiran, Science direct, Springer and PsychoINFO, during to years 2005- 2015. show that application of MI cause develop education and ment in dynamic education and increase students learning. Also usage MI in curriculum.
use of MI is important in education and dynamic assessment. Therefore suggested that used of MI in preschool and primary school curriculum programmers education. Kay word: Multiple intelligence, new methods education, postmodernism

The purpose of this study was to investigate the effect of intelligence on entrepreneurship profile emphasizing on Gardner’s Multiple Intelligence Theory. The statistical population consisted of all 300 students in Art Faculty of Sistan and Baluchestan University and 169 students were selected as research sample by systematic method using Morgan table. This is an applied research. Gardner’s Multiple Intelligences and entrepreneurial characteristics questionnaires were used to collect data. Cronbach's alpha test was applied to determine the reliability of the questionnaires. The reliability of both questionnaires was greatly confirmed by the coefficients of 0.956 and 0.958 for multiple intelligence and entrepreneurship profile questionnaires, respectively. In order to confirm the research model, Structural Equation Modeling was used; research data were analyzed using AMOS 20 and SPSS 20. The results showed that intelligence had positive effect on entrepreneurship profile. Also, all types of Gardner’s intelligences had positive effect on entrepreneurship profiles of research sample.

The aim of this study was to study the effect of intelligence enhancement program based on successful intelligence theory in three areas of verbal and numerical visuals on improving the multiple intelligence abilities of elementary students. The research design was quasi-experimental with two experimental and control groups and post-test design. The statistical sample consisted of 44 female students in the fourth grade of elementary school who were selected by multi-stage random sampling from girls' primary schools in Qom in the academic year of 2020-2021, and were randomly assigned to experimental and control groups. The students in the experimental group underwent an intelligence training program during 12 sessions of 75 minutes and the control group did not receive any training in this regard. Students in both groups answered the Chapman and Chislett (2005) Multiple Intelligences Questionnaire after completing the training and the data were analyzed by multivariate analysis of variance. The findings showed; Successful intelligence-based intelligence-enhancing activities are effective in promoting students' multiple intelligences at the level (p <0.05), and in relation to the components of multiple intelligences have a positive and significant effect on language, math and spatial abilities. But there was no significant difference between the two groups on interpersonal, intrapersonal, musical and kinetic-motor abilities. As a result, the intelligence program, based on Sternberg's theory of successful intelligence, can be used as a useful intervention method to increase students' multiple intelligence skills.

Recently the textbooks have been analyzed under the light of multiple intelligences theory in Iran. Using Botelho (2003) multiple intelligences checklist to count the catered-for types of intelligences in the exercises and activities, the present study investigated the very recently designed textbook namely “Prospect Two” used in the second junior high state school in Iran. The frequency counts showed that verbal/Linguistic was the most preponderantly used intelligence followed by interpersonal type. However visual/spatial and bodily/kinesthetic intelligences were found in much lower ratios, logical/mathematical, musical, intrapersonal and naturalistic intelligences were not found throughout “Prospect Two”. Pedagogical implications and suggestions for further studies are represented.

This study examines the impact of environmental education based on the theory of MI, to reform the traditional teaching model. Selected samples contain two groups, tested samples and control samples are available. Based on the theory of multiple intelligences in Gardner's teaching groups of test and for control groups, the traditional method is used. Research findings indicate that multiple intelligences theory teaching method based on Gardner's attitude and interest students in correcting of misconception of student in regard to environmental education. Compared to traditional teaching methods is supremacy. Traditional approach to education, with the aim of transferring knowledge to students by speech witch is often based on verbal communication and logical – mathematical intelligence is done which are based on individual differences, learning the basic tools to understand each student's outcome. The results of this study and final conclusion indicated the use of MI method teaching entrance of environmental education is rather very necessary.