YEDİNCİ VE ONUNCU SINIF ÖĞRENCİLERİNİN KENDİNİ DEĞERLENDİRMESİYLE BULUNAN ÇOKLU ZEKÂ BOYUTLARI ÜZERİNE BİR ÇALIŞMA

Year 2006, Volume: 30 Issue: 30, 230 - 239, 01.06.2006

Emel Uysal Ali Eryılmaz

Keywords

Fizik Eğtimi, Fen Eğitimi, Fizik Başarısı, Fen Başarısı, Çoklu Zeka Kuramı

References

• Brualdi, A. (1998). Multiple intelligences: Gardner’s theory. Teacher Librarian, 26,2, 11-21.
• Campbell, L., & Campbell, B. (1999). Multiple Intelligences and Student Achievement: Success Stories From Six Schools. Ale- xandria. VA; Association for Supervision and Curriculum Development.
• Chan, D. W. (2001). Assessing giftedness of Chinese secondary students in Hong Kong:
• A multiple intelligences perspective. High Ability Studies 12, 2, 215-234.
• Franzen, R. J. (2000). Self perceptions of multiple intelligences among students from a middle school in the Midwest. Disser- tation Abstracts International, 61 (01), 82. (University MicroŞlms NoAA'l9958715). Retrieved January 03, 2003, from Digital Dissertations database.
• Fumham, A., Fong, G., & Martin, F. (1999). Sex and cross-cultural differences in the estimated multifaceted intelligence qu- otient score for self, parents, and siblings. Personality and Individual Dtş'erences, 26, 1025-1034.
• Goodnough, K. (2001). Multiple intelligences theory: A framework for personalizing science curricula, School Science and Mathematics, 101,4, 180-194.
• Greenhawk, J. (1997). Multiple intelligences meet standards. Educational leadership, 55, 1, 62—64.
• Gürçay, D. ve Eryılmaz, A. (2002, September). Lise 1. sınıf öğrencilerinin çoklu zeka
• alanlarının tespiti ve fizik eğitimi üzerine etkileri. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi , Ankara.
• Halpern, D. (1997). Sex differences in intelligence. American Psychologist, 52, 1091-1102.
• Harms, G. D. (1998). Self-perceptions of multiple intelligences among selected third-, seventh-, and eleventh—grade students in South Dakota. Dissertation Abstracts International, 59(8), 2850. (University MicroŞlms No.AAT9902685). Retri- eved January 03, 2003, from Digital Dissertations database.
• Multiple Intelligences Inventory. (n.d.). Retrieved April 7, 2003, from
• http:/lwww.angelfîre.com/va/gkems/revisedteelehtml
• Oddleifson, E. (1994). What do we want our schools do?. Phi Delta Kappan, 75(6), 446-453.
• Oral, B. (2001). Branşlarına göre üniversite öğrencilerinin zeka alanlarının incelenmesi. Eğitim ve Bilim, 26, 122, 19-31 .
• Özdemir, P., Korkmaz, H., & Kaptan, F. (2002, September). İlköğretim okullannda çoklu zeka kuramı temelli fen eğitimi yo- luyla üst düzey düşünme becerilerini geliştirme üzerine bir inceleme._V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Ankara, Türkiye.
• Patterson, C. (2002). Linking research to educational practice Il symposium paper: Understanding the multiple intelligence approach to learning. [On-Line]. Available: http:/lwww.ucalgmca/wdistancggll instute/gomje pattersonhtm
• Rammstedt, B., & Rammsayer, T. H. (2000). Sex differences in self-estimates of different
• aspects of intelligence. Personality and Individual Differences, 29, 869—880.
• Shalk, A. C. (2002). A study of the relationship between multiple intelligences and achievement as measured by Delaware stu- dent testing program (DSTP) scores in reading, mathematics, and writing. Dissertation Abstracts International, 62(1 1), 3680. (University Microf'ılms No.AAT3032157). Retrieved, January 03, 2003, from Digital Dissertations database.
• Smagorinsky, P. (1996). Multiple intelligences, multiple means of composing: An alternative way of thinking about Ieaming. NASSP Bulletin, 80, 583, 11—15.
• Syndet, R. F. (2000). The relationship between learning styles/multiple intelligences and
• academic achievement of high school students. High School Journal 83, 2, 11—21.