Ndlovu, Blanche Ntombizodwa.Blose, Nkosingiphile Pearl.2020-04-162020-04-1620182018https://researchspace.ukzn.ac.za/handle/10413/18027Masters Degree. University of KwaZulu-Natal, Durban.Understanding multiple intelligences in teaching is very important in order to achieve effective teaching. The most important tenacity of this research is to show some of the observable structures of a holistic and constructive enriched curriculum for physical science that shapes the strengths of learners within the classroom. Human intelligence varies so much that each learner has a unique combination of intelligences resulting in a unique personal profile for each learner. As a result each learner learns in a unique way. The purpose of this study was to explore physical science teachers' understanding of multiple intelligences in teaching. It is then very important for teachers to understand multiple intelligences teaching, so that they may reach every learner when teaching. The traditional ways of teaching catered for only mathematical and linguistic intelligences, leaving learners with other intelligences behind. When traditional ways of teaching are used physical science appears to be a difficult subject, because most learners fail the subject. This research presents an interpretive case study of four research participants who are Grade ten, physical science teachers in a rural school in Durban , KwaZulu Natal. For data generation, narratives, one on one semi-structured interviews and classroom observations were used. The main findings of this research signify that even though Physical Science teachers understand the different skills that learners have, they fail to show the learners multiple intelligences in their teaching. The other challenge that teachers focus more on is the group teaching therefore treating learners in the same manner. This is also seen when Physical Science teachers assess, their forms of assessments though different but they cannot deal with different types of multiple intelligences to cater for all learners in their classrooms. The study concluded that even though physical science teachers are showing the visibility of understanding multiple intelligences , they cannot articulate what multiple intelligences are. In their teaching there was visibility of the understanding of multiple intelligences, as they use mult iple intell igences strategies unknowingly , especially when they use visual aids. I recommend that further research on teachers' understanding of Multiple Intelligences should be done in three contexts. The department of education should organise more workshops for Physical Science teachers. The workshops should have sufficient information about the choice of careers so that Multiple Intelligences could be catered for. Moreover, the school counselors should design methodical interventions that cater for Multiple Intell igences to be inc orporated into curricular experiences in hopes of providing learners with various prospects to develop more mature career decision-making attitudes and competencies. The aptitude tests that address South African measures should be developed so that the learners could do aptitude tests that are in line with South African learners and most of all that cater for their Multiple Intelligences.enTeaching and learning.Physical science.Grade ten teachers.Department of education.Rural communities.Thesis