Research Article
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Year 2021, Volume 8, Issue 3, 24 - 43, 01.08.2021
https://doi.org/10.17275/per.21.52.8.3

Abstract

References

  • Akman, B., Altınkaynak, Ş., Özen Altınkaynak, Ş., Ertürk, H., Ertürk Kara, H., & Can Gül, Ş. (2015). Okul Öncesi Öğretmenlerinin Müze Eğitimine İlişkin Görüşleri. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 28 (1) , 97-115. doi: 10.19171/uuefd.49876
  • Ayaydın, A. (2017). “Çoklu Zekâ Tabanlı Görsel Sanatlar Eğitiminde Bir Öğretim Yöntemi Olarak Müze Eğitimi.” Millî Eğitim 214 (Spring):9–21. Retrieved from https://dergipark.org.tr/tr/pub/milliegitim/issue/36135/405914
  • Berg, B. L. (2001). Qualitative Research Methods for the Soacial Sciences (4th ed.), Boston: Allyn and Bacon.
  • Brualdi, A. (1998). “ Gardner’s Theory.” Teacher Librarian 26(2):26-29.
  • Buyurgan, S. (2017). “Verimli Bir Müze Ziyaretini Nasıl Gerçekleştirebiliriz?” Millî Eğitim 214 (Spring):317–343. Retrieved from https://dergipark.org.tr/tr/pub/milliegitim/issue/36135/405940
  • Ellis, A. K. (2007). Teaching &Learning Elementary Social Studies (8th ed.), Boston: Pearson Publications.
  • Engin, A. O., Calapoğlu, M., & Gürbüzoğlu, S. (2008). “Uzun Süreli Bellek ve Öğrenme.” Sosyal Bilimler Enstitüsü Dergisi. 2:251-262. https://www.kafkas.edu.tr/dosyalar/sobedergi/file/02%20(17).pdf Erbay, F. (2017). “Türkiye’de Müzecilik Eğitiminin Üniversitelerde Kurumsallaşması” Millî Eğitim 214 (Spring):105-122. Retrieved from https://dergipark.org.tr/tr/pub/milliegitim/issue/36135/405922
  • Erbay, M. (2017). “Yeni Nesil Teknolojiler İle Müzelerde Eğitim” Millî Eğitim 214 (Spring):255–268. Retrieved from https://dergipark.org.tr/tr/pub/milliegitim/issue/36135/405935
  • Gardner, H. (1993). Multiple Intelligences: The Theory in Practice, London: Sage.
  • Glover Frykman, S. (2009). “Stories to Tell? Narrative Tools in Museum Education Texts.” Educational Research 51 (3): 299–319. doi: 10.1080/00131880903156898
  • Gouws, F. E. (2007). “Teaching and Learning Through Multiple Intelligences in the Outcomes-Based Education Classroom.” Africa Education Review 4(2):60-74. doi:10.1080/18146620701652705.
  • Gregg, M. (1997). “Seven Journeys to Map Symbols: Multiple Intelligences Applied to Map Learning.” Journal of Geography.” 96(3): 146-152. doi: 10.1080/00221349708978776
  • Karadeniz, C.,. Artar, A. M., & Çakır İlhan, A. (2015). "Contemporary Approaches and Museum Educator within the Context of New Museology.” Ankara University Journal of Faculty of Educational Sciences (JFES) 48 (2):203–226. doi: 10.1501/Egifak_0000001371.
  • Karadeniz, C., & Okvuran, A. (2018). “Museum Education in Turkey from the Proclamation of the Republic to the Present: Historical Development and Future Projections.” Millî Folklor 30 (118):101-113.
  • Maviş, F. Ö. (2015). Bilgiyi İşleme Kuramı, Mehmet Arslan (Ed.), Öğrenmenin Nörofizyolojisi ve Öğretimde Yeni Yaklaşımlar (29-48). Ankara: Anı Yayınları.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook (2nd ed), Thousand Oaks, CA: Sage.
  • Muralikrishnan, T.R., & Sanjayan, T. S. (2009). “Is There A Teacher in This Class? Information Processing, Multimedia and Education.” Acta Didactica Napocensia 2 (2), 79-84. https://eric.ed.gov/?id=EJ1052540
  • Nolen, J. L. (2003). “Multiple Intelligences in the Classroom.” Education 124(1):115-120.
  • Shearer, C. B. (2020). “Multiple Intelligences in Gifted and Talented Education: Lessons Learned from Neuroscience After 35 Years.” Roeper Review 42(1):49-63.doi: 10.1080/02783193.2019.1690079.
  • Sternberg, R. J. (2003). Cognitive Psychology, Belmont: Thomson Wadsworth.
  • The Ministry of Culture and Tourism. “Museums Internal Services Regulation.” June 22, 2020. https://teftis.ktb.gov.tr/yazdir?85452970A0B1DECFE1BF670A7A55E6AC

An Instructional Planning and Implementation of a Museum Tour Addressing Multiple Intelligences for First Graders

Year 2021, Volume 8, Issue 3, 24 - 43, 01.08.2021
https://doi.org/10.17275/per.21.52.8.3

Abstract

Contemporary museums are not only places where collections are protected and exhibited; they are also effective and efficient learning and teaching environments. However, both contemporary and traditional museums need to be improved in terms of their educational functions. This study planned and implemented a museum tour addressing multiple intelligences for first graders at primary school with the purpose of demonstrating an effective museum tour. The convenience sampling method was used for determining the participants of the study. The researcher, together with 5 primary school teachers, 120 first-grade students and 44 undergraduates from the Department of Primary Education at the Faculty of Education participated in the study. This study was designed as action research, which is one of the qualitative research designs. Data were collected using semi-structured interviews, observations, and student-recalled questionnaires. The study showed that the teachers’ and the undergraduates’ thoughts about the planning and implementation were mostly positive, especially in terms of students’ motivation, detail planning and the undergraduates’ role of the implementation as qualified staff. Moreover, the findings related to the students’ learning indicated that it was stored in their long-term memory. As a result of the study, the museum tour plan addressing multiple intelligences for first graders will be an example of effective museum education for teachers and museum educators in various ways.

References

  • Akman, B., Altınkaynak, Ş., Özen Altınkaynak, Ş., Ertürk, H., Ertürk Kara, H., & Can Gül, Ş. (2015). Okul Öncesi Öğretmenlerinin Müze Eğitimine İlişkin Görüşleri. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 28 (1) , 97-115. doi: 10.19171/uuefd.49876
  • Ayaydın, A. (2017). “Çoklu Zekâ Tabanlı Görsel Sanatlar Eğitiminde Bir Öğretim Yöntemi Olarak Müze Eğitimi.” Millî Eğitim 214 (Spring):9–21. Retrieved from https://dergipark.org.tr/tr/pub/milliegitim/issue/36135/405914
  • Berg, B. L. (2001). Qualitative Research Methods for the Soacial Sciences (4th ed.), Boston: Allyn and Bacon.
  • Brualdi, A. (1998). “ Gardner’s Theory.” Teacher Librarian 26(2):26-29.
  • Buyurgan, S. (2017). “Verimli Bir Müze Ziyaretini Nasıl Gerçekleştirebiliriz?” Millî Eğitim 214 (Spring):317–343. Retrieved from https://dergipark.org.tr/tr/pub/milliegitim/issue/36135/405940
  • Ellis, A. K. (2007). Teaching &Learning Elementary Social Studies (8th ed.), Boston: Pearson Publications.
  • Engin, A. O., Calapoğlu, M., & Gürbüzoğlu, S. (2008). “Uzun Süreli Bellek ve Öğrenme.” Sosyal Bilimler Enstitüsü Dergisi. 2:251-262. https://www.kafkas.edu.tr/dosyalar/sobedergi/file/02%20(17).pdf Erbay, F. (2017). “Türkiye’de Müzecilik Eğitiminin Üniversitelerde Kurumsallaşması” Millî Eğitim 214 (Spring):105-122. Retrieved from https://dergipark.org.tr/tr/pub/milliegitim/issue/36135/405922
  • Erbay, M. (2017). “Yeni Nesil Teknolojiler İle Müzelerde Eğitim” Millî Eğitim 214 (Spring):255–268. Retrieved from https://dergipark.org.tr/tr/pub/milliegitim/issue/36135/405935
  • Gardner, H. (1993). Multiple Intelligences: The Theory in Practice, London: Sage.
  • Glover Frykman, S. (2009). “Stories to Tell? Narrative Tools in Museum Education Texts.” Educational Research 51 (3): 299–319. doi: 10.1080/00131880903156898
  • Gouws, F. E. (2007). “Teaching and Learning Through Multiple Intelligences in the Outcomes-Based Education Classroom.” Africa Education Review 4(2):60-74. doi:10.1080/18146620701652705.
  • Gregg, M. (1997). “Seven Journeys to Map Symbols: Multiple Intelligences Applied to Map Learning.” Journal of Geography.” 96(3): 146-152. doi: 10.1080/00221349708978776
  • Karadeniz, C.,. Artar, A. M., & Çakır İlhan, A. (2015). "Contemporary Approaches and Museum Educator within the Context of New Museology.” Ankara University Journal of Faculty of Educational Sciences (JFES) 48 (2):203–226. doi: 10.1501/Egifak_0000001371.
  • Karadeniz, C., & Okvuran, A. (2018). “Museum Education in Turkey from the Proclamation of the Republic to the Present: Historical Development and Future Projections.” Millî Folklor 30 (118):101-113.
  • Maviş, F. Ö. (2015). Bilgiyi İşleme Kuramı, Mehmet Arslan (Ed.), Öğrenmenin Nörofizyolojisi ve Öğretimde Yeni Yaklaşımlar (29-48). Ankara: Anı Yayınları.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook (2nd ed), Thousand Oaks, CA: Sage.
  • Muralikrishnan, T.R., & Sanjayan, T. S. (2009). “Is There A Teacher in This Class? Information Processing, Multimedia and Education.” Acta Didactica Napocensia 2 (2), 79-84. https://eric.ed.gov/?id=EJ1052540
  • Nolen, J. L. (2003). “Multiple Intelligences in the Classroom.” Education 124(1):115-120.
  • Shearer, C. B. (2020). “Multiple Intelligences in Gifted and Talented Education: Lessons Learned from Neuroscience After 35 Years.” Roeper Review 42(1):49-63.doi: 10.1080/02783193.2019.1690079.
  • Sternberg, R. J. (2003). Cognitive Psychology, Belmont: Thomson Wadsworth.
  • The Ministry of Culture and Tourism. “Museums Internal Services Regulation.” June 22, 2020. https://teftis.ktb.gov.tr/yazdir?85452970A0B1DECFE1BF670A7A55E6AC

Details

Primary Language English
Subjects Education and Educational Research
Journal Section Research Articles
Authors

Nida TEMİZ (Primary Author)
Başkent Üniversitesi
0000-0003-4081-0115
Türkiye

Publication Date August 1, 2021
Published in Issue Year 2021, Volume 8, Issue 3

Cite

APA Temiz, N. (2021). An Instructional Planning and Implementation of a Museum Tour Addressing Multiple Intelligences for First Graders . Participatory Educational Research , 8 (3) , 24-43 . DOI: 10.17275/per.21.52.8.3