BAŞARILI ZEK KURAMINA DAYALI EĞİTİM UYGULAMALARI

Abstract

21. yüzyıl eğitim amaçları içinde öğrencilerin bilgiye nasıl ulaşacakları ve bu bilgileri edindikleri becerileri ile uygulayarak nasıl kullanacaklarına ilişkin beceriler önem kazanmıştır. Öğrencilerin gerçek yaşamla baş edebilmeleri için; sorgulayan, araştıran, keşfeden ve hayata geçiren bireyler olarak eğitilmesi gereklidir. Öğrencilerin bireysel özellikleri eğitim ortamlarını oluşturmada önemlidir. Sternberg (2002) Başarılı Zeka Kuramı öğrenclerin kapasitelerini, başarılarını ve yaşam becerilerini geliştirmede etkili bir yaklaşım olarak sunmaktadır. Başarılı Zeka Kuramında zekanın üç yönü bir arada yer almaktdır: analitik, yaratıcı ve uygulamalı beceriler (Sternberg, 2003). Başarılı Zeka kuramına dayalı eğitim ortamları kişilerin kapasitesinin farkına vararak geliştirmesini destekleyici bir anlayışa sahiptir. Çünkü öğrenciler derslerde aktiftir, konuları, olayları, içerikleri değerlendirir, analiz eder, eleştirir. Aynı zamanda öğrenciler keşfedici, yaratıcı ve yarattıklarını gerçek hayata uygulayıcıdır. Başarılı zeka kuramı kariyer seçimi ve bireysel gelişime imkan tanıyan bir yaklaşımdr (Sternberg, 2003). Aynı zamanda uygulamalı beceriler iş yaşamında önemlidir (Sternberg, 2004). Sternberg ve arkadaşları başarılı zeka kuramının eğitimdeki uygulamalarına yönelik farklı araştırmalar yapmışlardır. Bu araştırmalarda başarılı zeka kuramının tüm eğitim aşamalarında geçerli olduğu görülmüştür. Bu çalışmada Sternberg'in başarılı zekâ kuramı etkili alternatif bir program önerisi olarak sunulmuştur.

Keywords

• -

EDUCATIONAL PRACTICES BASED ON THE THEORY OF SUCCESSFUL INTELIGENCE

Abstract

In the 21. Century's the educational aims has been stressed that abilities of how to reach useful information and how to use it effectively to perform gained abilities. Students should be taught for inquire, research, invent and practice into life, so that they encounter in real life. Students' individual characteristic is an important in learning environment. Sternberg (2002) proposed that theory of successful intelligence is effectively approach on students develop their capabilities, achievements and abilities of life. Successful intelligence theory involves three aspects of intelligence which are analytical, creative and practical abilities which are called triarchic (Sternberg, 2003). Successful intelligence training have promoted students performance with recognize on their capabilities. Because Students is to be active participants in lessons, assessment, analyze, critical aspect about subject, events, content. Also students are inventor, creator and implement ideas, which is invent, create them, in real life. The theory of successful intelligence allowed a view of career choice and individual development which is used in real life (Sternberg, 2003).Also practical thinking abilites is important in job's life (Sternberg, 2004). Sternberg ve et al. applied different researches about theory of successful intelligence in educational implement. These researches showed that the theory of successful intelligence is suggested to valid as a whole. Moreover, the theory is differently between in laboratory tests and in school classrooms. This paper proposed Sternberg's theory of successful intelligence for alternative, effectively programme approach

Keywords

• Thinking Skills, Teaching Methods, Educational Practices

References

1. Costa, Arthur L. (2006). Five Themes in Thought-full Curriculum. Thinking Skills Creativity, 1, 62-66
2. Faux, B.J.(1992). An analysis of the interaction on critical thinking, creative thinking. Unpublished Doctoral Thesis, Temple University, Pennsylvania, U.S.A.
3. Fennimore F.T. & Tinzman M.B. (1990). What is A Thinking Curriculum. North Central Regional Educational Laboratory, Oak Broak
4. http://www.ncrel.org/sdrs/areas/rpl_esys/thinking.htm (erişim tarihi:30.08. 2006).
5. Fisher, R. (1995). Teaching Children to Think. UK:Stanley Thornes Ltd.
6. Fisher, R. (2005). Teaching Thinking (2nd edition). London: Continuuum Books.
7. French,J.N. & Rhoder,C.(1992). Teaching thinking skills theory and practice. Newyork & London: Garland Publishing Inc.
8. Grigorenko, E.L., Jarvin, L. & Sternberg, R.J (2002). School-based tests of the triarchic theory of intelligence: Three settings, three samples, three syllabi. Contemporary Educational Psycology, Lawrence Erlbaum Associates, Inc, 27, 167-208.

9. Milli Eğitim Bakanlığı, Talim Terbiye kurulu program geliştirme çalışmaları. Öğretim Programlarının Yenilenmesini Zorunlu Kılan Nedenler.
10. http://ttkb.meb.gov.tr/programlar/prog_giris/prg_giris.pdf (erişim tarihi: 10.04.2008).
11. Paul, R. & Elder, L. (2006). Critical Thinking: The Nature of Critical and Creative Thought, Part II. Journal of Developmental Education, 30(2), 34-35.
12. Sternberg, R.J. (2002). Beyong g: The Theory of Successful Intelligence. Ed.Robert J. Sternberg. General Factor of Intelligence.U.S.A: Lawrence Associates, Incorparated.
13. Sternberg, R.J.(2003). The development of creavity as a decision-making process. Ed.R. Keith Kelly. Creavity and Development. U.S.A:Oxford University Press.
14. Sternberg, R.J. (2004). Successful intelligence as a basis for entrepreneurship. Journal of Bussiness Venturing. 19, 189-201.
15. Sternberg, R.J.(2007). Assessing What Matters. Educational Leadership. 65, (4), pp. 20-26.
16. Sternberg, R. J., & Grigorenko, E. L. (2000). Teaching for successful intelligence. Arlington Heights, IL: Skylight.
17. Sternberg, R.J.& Grigorenko, E.L. (2004) Succesful Intelligence in the classroom. Theory into Practice, 43 (4), 274-279.
18. Sternberg, R. J., Ferrari, M., Clickenbeard, P.R. & Grigorenko, E.L.(1996). Identification, instruction, and assessment of gifted children: Construct validation of a triarchic model. Gifted Child Quarterly, 40, 129-137.
19. Sternberg, R. J.; Grigorenko, E.L & Torff, B. (1998a) Teaching for Successful Intelligence raises school achievement. Phi Delta Kapan, 79 (9), pp.667-669.
20. Sternberg, R. J.; Grigorenko, E.L & Torff, B. (1998b) Teaching Triarchically Improves School Achievement. Journal of Educational Psychology, 90, 1-11.
21. Sternberg, R.J. & The Rainbow Project Collaborators. (2006). Intelligence. 34, 321-350.
22. Sternberg, R.J.& Swerling, L.S (2002). Teaching Thinking (3th edition). Washington D.C.: American Psychological Association.
23. Sternberg,R.J., Lubart.T.I. (1991). An investment theory of creativity and its development. Human Development. 34. 1-31.
24. Tishman, S., Joy, E.& Perkins, D.(1992). Thinking Dispositions: From Transmission to Encultration http://learnweb.harvard.edu/ALPS/thinking/docs/article2.html (20.09.2006).