Sunday School is of the primary educational setting within the Protestant Christian church for teaching the faith and scriptural stories to children. Traditionally, the Sunday School classroom has utilized a schooling method curriculum that focuses on the logical and linguistic intelligences and seeks to impart scriptural knowledge through a story, an activity, and a craft or game. This study compares this traditional schooling method with that of a multiple intelligences triggered curriculum, especially the spiritual intelligence, curriculum for student engagement with the scriptural story. This study examines these two different curriculums within the fourth grade Sunday School classroom. Six classes were involved in the study; three participated in the traditional curriculum while three participated in the multiple intelligences triggered curriculum. Both curriculums reflected the same scriptural stories, which were taught over a six-week period of time. Following the six-week study, each class participated as a focus group to discuss the learners' experience during the study as well as their understandings of the scriptural stories. After the focus group, one student from each group was selected randomly to participate in an individual interview. Data from this study reflects the student engagement with the scriptural stories as well as the students' excitement about the activities within the curriculum. Activities and tasks within the curriculums illustrate the triggers for the multiple intelligences, especially the spiritual intelligence. Conclusions from the data illustrate that the multiple intelligence triggers, especially the spiritual intelligence triggers, provide for greater student understandings of the scriptural stories.
|Commitee:||Koelln, Rebecca, Trimmer, Edward|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 75/10(E), Dissertation Abstracts International|
|Keywords:||Education, Multiple intelligences, Spiritual intelligence, Sunday school|
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