Integrating Multiple Intelligences into Daily Plans: A Preschool Example

Year 2019, Volume: 10 Issue: 3, 321 - 345, 31.07.2019

Tanju Gürkan , Çağlayan Dinçer , Burcu Çabuk

https://doi.org/10.17569/tojqi.515616

Cited By: 1

Abstract

The
purpose of this mixed method study was to evaluate the effectiveness of
Multiple Intelligences (MI) on preschool children’s intelligences, learning
styles, interests and active participation to the daily activities. Researchers
conducted a two-phased study in an urban preschool classroom with the
cooperation of the teacher. In the first phase, the teacher made observations
of her class to decide the dominant intelligences, learning styles, interests
and participation of the children while she was conducting her usual
semi-structured daily plans based on the National Preschool Education
Curriculum. Based on the observations, for each child, she filled out the MI
Inventory (MULIN) developed by the researchers. Each child was interviewed by
the researchers and asked to mark the MI Self Evaluation Picture Control List
(MISEC) developed by Fleetham (2008). The data collected was graphed and
interpreted to conclude the MI Profile of the class. In the second phase,
children were exposed to the Daily Plan Enriched with MI Inspirations in the
leadership of the teacher. Researchers observed and videotaped the whole procedure.
The teacher was interviewed to find out whether there were differences on the
children’s interests and active participation during the daily plan enriched
with MI inspirations comparing with the traditional daily plans she has been
conducting. The findings of the study showed that Daily Plan Enriched with MI
Inspirations made an effect on children’s interests and active participation in
the daily activities since they covered all the intelligences and addressed
different learning styles of the children. Findings not only provide insight
into the role of MI on children’s interests and active participation but also
draw attention to the importance of having all the eight MI and addressing all
the learning styles of the children in the daily plans.

Keywords

Multiple Intelligences, daily plan, preschool education, interest, active participation, learning style

Çoklu Zeka Kuramı’nı Günlük Planlara Entegre Etme: Bir Anaokulu Örneği

Abstract

Bu
nitel araştırmanın amacı, Çoklu Zeka Kuramı’nın okul öncesi dönem çocuklarının
öğrenme stilleri, ilgi alanları ve günlük aktivitelere aktif katılımları
üzerindeki etkililiğini değerlendirmek olarak belirlenmiştir. Araştırmacılar, sınıfın
öğretmeninin işbirliği ile 6 yaşındaki 14 çocuğun şehir içinde yer alan anaokulu
sınıfında iki aşamalı bir çalışma yürütmüşlerdir. Birinci aşamada öğretmen,
Okul Öncesi Eğitim Programı’na dayanan yarı yapılandırılmış geleneksel günlük
planlarını yürütürken, çocukların baskın zekalarına, öğrenme stillerine, ilgi
alanlarına ve aktif katılım durumlarına karar vermek amacıyla sınıf gözlemleri
yapmıştır. Gözlemlerine dayanarak, her çocuk için, araştırmacılar tarafından
geliştirilen Çoklu Zeka Envanteri’ni (MULIN) doldurmuştur. Daha sonra araştırmacılardan
biri her çocukla görüşmeler yapmış ve Fleetham (2008) tarafından geliştirilen Çoklu
Zeka Öz Değerlendirme Resim Kontrol Listesi’ni (MISEC) işaretlemelerini
istemiştir. Toplanan veriler sınıfın Çoklu Zeka Profili’ni oluşturmak amacıyla
grafikler haline dönüştürülüp yorumlanmıştır. İkinci aşamada, çocuklara,
öğretmen liderliğinde, Çoklu Zeka Kuramı’ndan Esinlenilerek Zenginleştirilen
Günlük Plan uygulanmıştır. Araştırmacılar sürecin tüm aşamalarını gözlemleyerek
videoya kaydetmişlerdir. Daha sonra öğretmenin, Çoklu Zeka Kuramı’ndan
esinlenilerek zenginleştirilen günlük planı, geleneksel günlük planlarıyla
karşılaştırdığında çocukların ilgileri ve aktif katılımları konusunda
farklılıklar olup olmadığı yönündeki görüşlerini öğrenmek amacıyla görüşmelere
katılmıştır. Çalışmanın bulguları, Çoklu Zeka Kuramı’ndan Esinlenilerek
Zenginleştirilen Günlük Plan’ın, tüm zeka türlerini kapsadığı ve çocukların
farklı öğrenme stillerini ele aldığı için çocukların ilgi alanlarına ve günlük
aktivitelere aktif katılımına olumlu yönde etki ettiğini göstermiştir.
Araştırmanın sonuçları, Çoklu Zeka’nın okul öncesi dönem çocuklarının ilgileri
ve aktif katılımları üzerindeki rolü hakkında fikir vermenin yanı sıra, sekiz zeka
türünün tümünü kapsamanın ve günlük planlarda çocukların tüm öğrenme stillerini
ele almanın önemine dikkat çekmektedir.

Keywords

Çoklu zeka, günlük plan, anaokulu eğitimi, ilgi, aktif katılım, öğrenme stili

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