Year 2019, Volume 10, Issue 3, Pages 321 - 345 2019-07-31

Çoklu Zeka Kuramı’nı Günlük Planlara Entegre Etme: Bir Anaokulu Örneği
Integrating Multiple Intelligences into Daily Plans: A Preschool Example

Tanju Gürkan [1] , Çağlayan Dinçer [2] , Burcu Çabuk [3]

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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.

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.

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Primary Language en
Subjects Social
Journal Section Articles
Authors

Orcid: 0000-0000-0000-0000
Author: Tanju Gürkan
Country: Turkey


Orcid: 1111-1111-1111-1111
Author: Çağlayan Dinçer

Orcid: 0000-0003-1166-9773
Author: Burcu Çabuk (Primary Author)

Dates

Publication Date: July 31, 2019

Bibtex @research article { tojqi515616, journal = {Turkish Online Journal of Qualitative Inquiry}, issn = {}, eissn = {1309-6591}, address = {Abdullah KUZU}, year = {2019}, volume = {10}, pages = {321 - 345}, doi = {10.17569/tojqi.515616}, title = {Integrating Multiple Intelligences into Daily Plans: A Preschool Example}, key = {cite}, author = {Gürkan, Tanju and Dinçer, Çağlayan and Çabuk, Burcu} }
APA Gürkan, T , Dinçer, Ç , Çabuk, B . (2019). Integrating Multiple Intelligences into Daily Plans: A Preschool Example. Turkish Online Journal of Qualitative Inquiry, 10 (3), 321-345. DOI: 10.17569/tojqi.515616
MLA Gürkan, T , Dinçer, Ç , Çabuk, B . "Integrating Multiple Intelligences into Daily Plans: A Preschool Example". Turkish Online Journal of Qualitative Inquiry 10 (2019): 321-345 <http://dergipark.org.tr/tojqi/issue/47458/515616>
Chicago Gürkan, T , Dinçer, Ç , Çabuk, B . "Integrating Multiple Intelligences into Daily Plans: A Preschool Example". Turkish Online Journal of Qualitative Inquiry 10 (2019): 321-345
RIS TY - JOUR T1 - Integrating Multiple Intelligences into Daily Plans: A Preschool Example AU - Tanju Gürkan , Çağlayan Dinçer , Burcu Çabuk Y1 - 2019 PY - 2019 N1 - doi: 10.17569/tojqi.515616 DO - 10.17569/tojqi.515616 T2 - Turkish Online Journal of Qualitative Inquiry JF - Journal JO - JOR SP - 321 EP - 345 VL - 10 IS - 3 SN - -1309-6591 M3 - doi: 10.17569/tojqi.515616 UR - https://doi.org/10.17569/tojqi.515616 Y2 - 2019 ER -
EndNote %0 Turkish Online Journal of Qualitative Inquiry Integrating Multiple Intelligences into Daily Plans: A Preschool Example %A Tanju Gürkan , Çağlayan Dinçer , Burcu Çabuk %T Integrating Multiple Intelligences into Daily Plans: A Preschool Example %D 2019 %J Turkish Online Journal of Qualitative Inquiry %P -1309-6591 %V 10 %N 3 %R doi: 10.17569/tojqi.515616 %U 10.17569/tojqi.515616
ISNAD Gürkan, Tanju , Dinçer, Çağlayan , Çabuk, Burcu . "Integrating Multiple Intelligences into Daily Plans: A Preschool Example". Turkish Online Journal of Qualitative Inquiry 10 / 3 (July 2019): 321-345. https://doi.org/10.17569/tojqi.515616
AMA Gürkan T , Dinçer Ç , Çabuk B . Integrating Multiple Intelligences into Daily Plans: A Preschool Example. TOJQI. 2019; 10(3): 321-345.
Vancouver Gürkan T , Dinçer Ç , Çabuk B . Integrating Multiple Intelligences into Daily Plans: A Preschool Example. Turkish Online Journal of Qualitative Inquiry. 2019; 10(3): 345-321.