Excerpt from Thomas Anderson's book: Multiple Intelligences in the classroom.
Expertise in the recognition an d classification of the numerous species - the flora and fauna- of an individual's environment. This also includes sensitivity to other natural phenomena (e.g. cloud formations, mountains, etc.) and, in the case of those growing up in an urban environment, the capacity to discriminate amoung inanimate objects such as cars, sneakers, and CD covers.
Wikipedia
This area has to do with nature, nurturing and relating information to one's natural surroundings. This type of intelligence was not part of Gardner's original theory of Multiple Intelligences, but was added to the theory in 1997. Those with it are said to have greater sensitivity to nature and their place within it, the ability to nurture and grow things, and greater ease in caring for, taming and interacting with animals. They may also be able to discern changes in weather or similar fluctuations in their natural surroundings. They are also good at recognizing and classifying different species. They must connect a new experience with prior knowledge to truly learn something new.
"Naturalists" learn best when the subject involves collecting and analyzing, or is closely related to something prominent in nature; they also don't enjoy learning unfamiliar or seemingly useless subjects with little or no connections to nature. It is advised that naturalistic learners would learn more through being outside or in a kinesthetic way.
The theory behind this intelligence is often criticized, much like the spiritual or existential intelligence (see below), as it is seen by many as not indicative of an intelligence but rather an interest. However, it remains an indispensable intelligence for humans who live almost entirely from nature such as some native populations.
Careers which suit those with this intelligence include scientists, naturalists, conservationists, gardeners, and farmers.
Learning Situations: These "nature" people learn best through the interactions with the environment including outdoor activities, field trips, and involvement with plants and animals. T hey see the subtle meanings and patterns in nature and the world around them. They are able to adapt. Roles: They could enjoy field trips that involve observation and recording the world around them. http://www.lth3.k12.il.us/rhampton/mi/MI%20&%20Technology.htm#Naturalist
Naturalist
Excerpt from Thomas Anderson's book: Multiple Intelligences in the classroom.
Expertise in the recognition an d classification of the numerous species - the flora and fauna- of an individual's environment. This also includes sensitivity to other natural phenomena (e.g. cloud formations, mountains, etc.) and, in the case of those growing up in an urban environment, the capacity to discriminate amoung inanimate objects such as cars, sneakers, and CD covers.
Wikipedia
This area has to do with nature, nurturing and relating information to one's natural surroundings. This type of intelligence was not part of Gardner's original theory of Multiple Intelligences, but was added to the theory in 1997. Those with it are said to have greater sensitivity to nature and their place within it, the ability to nurture and grow things, and greater ease in caring for, taming and interacting with animals. They may also be able to discern changes in weather or similar fluctuations in their natural surroundings. They are also good at recognizing and classifying different species. They must connect a new experience with prior knowledge to truly learn something new.
"Naturalists" learn best when the subject involves collecting and analyzing, or is closely related to something prominent in nature; they also don't enjoy learning unfamiliar or seemingly useless subjects with little or no connections to nature. It is advised that naturalistic learners would learn more through being outside or in a kinesthetic way.
The theory behind this intelligence is often criticized, much like the spiritual or existential intelligence (see below), as it is seen by many as not indicative of an intelligence but rather an interest. However, it remains an indispensable intelligence for humans who live almost entirely from nature such as some native populations.
Careers which suit those with this intelligence include scientists, naturalists, conservationists, gardeners, and farmers.
Learning Situations: These "nature" people learn best through the interactions with the environment including outdoor activities, field trips, and involvement with plants and animals. T hey see the subtle meanings and patterns in nature and the world around them. They are able to adapt.
Roles: They could enjoy field trips that involve observation and recording the world around them.
http://www.lth3.k12.il.us/rhampton/mi/MI%20&%20Technology.htm#Naturalist