Multiple Intelligences Profiles in Prospective Teachers

Year 2020, Volume: 5 Issue: 1, 27 - 44, 29.06.2020

Devrim Erdem , İbrahim Keklik

Abstract

The teaching profession in
the 21 Century not only requires a rich variety of competences but also necessitates
a remarkable capacity for adaptability to changes. Training programs for
teachers have increasingly incorporated a focus on the personal growth and
improvements of teachers. This growth involves acquiring considerable insight
into a range of their physical, cognitive and affective characteristics. In an
attempt to contribute to the literature on teachers’ characteristics, the
current work intended to examine multiple intelligence profiles of a sample of
pre-service teachers and compare their scores with respect to their gender,
field of study and year of college. The participants of the current
correlational study were 346 pre-service teachers in Turkey. Findings showed pre-service
teachers’ weakest areas were in the musical-rhythmic and verbal/linguistic
domains. Significant differences were revealed in several domains of MI according
to gender, departments and year of college. 

Keywords

Multiple intelligence, Pre-service teachers

References

• Agarwal, S., & Suraksha, P. (2017). A Comparative Study of Multiple Intelligence Among Male and Female Students of Class. International Journal of Advanced Research in Education & Technology, 4(1), 82-85.
• Akkaya, R., & Sezgin-Memnun, D. (2015). Examining of mathematics pre-service teachers’ multiple intelligences. Dumlupınar University Journal of Social Sciences, 43, 39-46.
• Aksu, Ö., Aktaş, M., Gökmen, A., Ekinci, G., & Gülay-Ogelman, H. (2012). Okulöncesı̇ öğretmen adaylarının çoklu zekâ alanlarının farklı değı̇şkenlere göre değerlendı̇rmesı̇. Bayburt Üniversitesi Eğitim Fakültesi, VII (II), 20-38.
• Atas, S., & Erisen, Y. (2016). Investigating the association between Turkish freshman's multiple intelligence profiles and university entrance exam performance. European Journal of Education Studies, 2(7), 115-134.
• Berkant, H. G., & Ekici, G. (2007). Sınıf öğretmeni adaylarının fen öğretiminde öğretmen öz yeterlik inanç düzeyleri zekâ türleri arasındaki ilişkinin değerlendirilmesi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 16(1), 113-132.
• Binet, A., & Simon, T. (1916). The development of intelligence in children (The Binet-Simon Scale) (E. S. Kite, Trans.). Baltimore, MD, US: Williams & Wilkins Co.
• Bozkuş, T., Erol, Z., Elçi, G., & Bozkuş, S. (2014). The Comparison of multiple intelligence levels of 13 - 16 years old athlete and non-athlete children. International Journal of Science Culture and Sport, 2(4), 80-88.
• Cherniss, C., Extein, M., Goleman, D., & Weissberg, R. P. (2006). Emotional intelligence: What does the research really indicate? Educational Psychologist, 41, 239–245.
• Christodoulou, J. (2009). Applying multiple intelligences. School Administrator, 66(2). Retrieved from http://www.eric.ed.gov, EJ832331.
• Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. 6th Edition. London and New York: Routledge.
• Darling-Hammond, L. (2006). Constructing 21st-Century Teacher Education. Journal of Teacher Education, 57(3), 300-314.
• Doğan, Y., & Alkış, S. (2007). Sınıf öğretmeni adaylarının sosyal bilgiler derslerinde çoklu zeka alanlarını kullanabilmelerine yönelik görüşleri. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 2, 327-339.
• Durmaz, H. (2005). The Opinions of Student-Teachers on the Science Teaching Based on Multiple Intelligence Theory. Journal of Turkish Science Education, 2(2), 35-37.
• Ekici, G., Gülay, H., & Taşkın, N. (2008). Öğretmen adaylarının zekâ türleriyle bilgisayarla ilgili özyeterlik algıları arasındaki ilişkinin değerlendirilmesi. Akademik Dizayn Dergisi, 2(3), 94-103.
• Eraslan Taşpinar Ş., & Kaya A. (2016). Painting with the Multiple Intelligences Defining Student Success and Permanence in Art Class. Journal of Education and Training Studies, 4(7), 259-264.
• Field A. (2009). Discovering statistics using SPSS (3 ed.). London: SAGE publications Ltd.
• Flynn, J. R. (1991). Asian Americans: Achievement beyond IQ. Hillsdale, N.J: L. Erlbaum Associates.
• Flynn, J. R. (2000). The hidden history of IQ and special education: Can the problems be solved? Psychology, Public Policy, and Law, 6 (1) (2000), pp. 191-198
• Furnham, A., & Budhani, S. (2002). Sex differences in the estimated intelligence of school children. European Journal of Personality, 16, 201-220.
• Furr, R.M. (2011). Scale construction and psychometrics for social and personality psychology. London: Sage Publications.
• Gardner, H. (1975). The shattered mind. New York: Knopf.
• Gardner, H. (1979). Developmental psychology after Piaget: An approach in terms of symbolization. Human Development, 15, 570-580.
• Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books
• Gardner, H. (1993). Multiple Intelligences: the Theory in Practice. New York: Basic Books
• Gardner, H. (2004). Frames of Mind: The Theory of Multiple Intelligences (20th ed.). New York: Basic Books.
• Gardner, H., & Hatch, T. (1989). Multiple intelligences go to school: Educational implications of the theory of multiple intelligences. Educational Researcher, 18(8), 4-10. https://www.jstor.org/stable/1176460
• Gardner, H., & Moran, S. (2006) The Science of Multiple Intelligences Theory: A Response to Lynn Waterhouse. Educational Psychologist, 41(4), 227-232. doi: 10.1207/ s15326985ep4104_2
• Göğebakan, D. (2003). How Students’ Multiple Intelligences Differ in terms of Year of college and Gender (Unpublished Thesis). Middle East Technical University. Retrieved February 12, 2018. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.473.9215&rep=rep1&type=pdf
• Gürbüzoğlu-Yalmancı, S., & Gözüm, A.İ.C. (2013). The effects of multiple intelligence theory based teaching on students’ achievement and retention of knowledge (example of enzymes subject). International Journal on New Trends in Education and Their Implications, 4(3), 27-36.
• Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis: Pearson College Division.
• Guez, A., Panaïotis, T., Peyre, H., & Ramus, F. (2018). Predictors of the IQ-achievement gap in France: A longitudinal analysis. Intelligence, 69, 104-116
• İyitoğlu, O., & Aydın, H. (2015). The relationship between multiple intelligence profiles and reading strategy use of successful English as a Foreign Language (EFL) readers. South African Journal of Education, 35(2), 1-11.
• Kaur, G., & Chhikara, S. (2008). Assessment of Multiple Intelligence among Young Adolescents (12-14 Years). Journal of Human Ecology, 23(1), 7 -11.
• Keith TZ, Fehrman PG, Harrison PL, Pottebaum SM. The relation between adaptive behavior and intelligence: Testing alternative explanations. Journal of School Psychology. 1987;25:33–43.
• Korkmaz, Ö., Yeşil, R., & Aydın, D. (2009). Öğretmen adaylarının çoklu zekâ algıları. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 27, 221-239.
• Kozağaç, Z. B. (2015). Matematik bölümü öğretmen adaylarının çoklu zekâ alanlarının belirlenmesi ve sosyal becerileri ile öğretmenlik mesleğine ilişkin tutumlarının incelenmesi. (Yayımlanmamış Yüksek Lisans Tezi, Adnan Menderes Üniversitesi, Sosyal Bilimler Enstitüsü, Aydın)
• Kraper, C.K., Kenworthy, L., Popal, H., Martin, A., Wallace, G.L. (2017). The Gap Between Adaptive Behavior and Intelligence in Autism Persists into Young Adulthood and is Linked to Psychiatric Co-morbidities. Journal of Autism and Developmental Disorders, 47 (10), 3007-3017.
• Kumbar, R. (2006). Application of Howard Gardner's multiple intelligences theory for the effective use of library resources by K-2 students: An experimented model. Paper presented at the meeting of the World Library and Information Congress, Seoul, Korea.
• Loori, A. A. (2005). Multiple intelligences: A comparative study between the preferences of males and females. Social Behavior and Personality, 33(1), 77-88.
• Milli Eğitim Bakanlığı. (2018). Matematik dersi öğretim programı. Retrived from http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=329
• Oral, B. (2001). Branslarına göre üniversite öğrencilerinin zeka alanlarının incelenmesi. Eğitim ve Bilim, 26 (122), 19-31.
• Özgen, K., Tataroğlu, B., & Alkan, H. (2011). An examination of multiple intelligence domains and learning styles of pre-service mathematics teachers: Their reflections on mathematics education. Educational Research and Reviews, 6(2), 168-181.
• Öztürk, A., Özsoy, N., Akar Vural, R., & Baysan, S. (2017). Öğretmen adaylarının coklu zekâ bölümlerine ilişkin algılarının karşılaştırmalı perspektiften incelenmesi. Adnan Menderes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 4(3), 18-32. doi: 10.30803/adusobed.340342
• Piaget, J. (1970). Science of education and the psychology of the child (D. Coltman, Trans.). New York: Orion.
• Rammstedt, B., & Rammsayer, T. H. (2002). Self-Estimated Intelligence: Gender Differences, Relationship to Psychometric Intelligence and Moderating Effects of Level of Education. European Psychologist, 7, 275-284.
• Richardson, K. (2002). What IQ tests test. Theory & Psychology, 12(3), 283–314.
• Roy Singh R. (1991). Education for the 21st Century: Asia-Pacific Perspectives, UNESCO-APE1D, Bangkok
• Saban, A., Işık, D., & Kayıran, B. (2016). Üniversite öğrenci ve mezunları ile yetişkinlerin çoklu zeka alanları açısından değerlendirilmesi: Adana/Türkiye örnekleminde bir çalışma. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 25 (3), 41-54. Retrieved from http://dergipark.gov.tr/ cusosbil/issue/32038/353233.
• Saraç, N., (2007). İlköğretim ve ortaöğretim matematik bölümü öğretmen adaylarının çoklu zeka alanlarının belirlenmesi ve matematik ile öğretmenlik mesleğine karşı tutumlarının incelenmesi. Yayımlanmamış Yüksek Lisans Tezi, Balıkesir Üniversitesi, Fen Bilimleri Enstitüsü, Balıkesir.
• Saricaoglu, A., & Arikan. A. (2009). A study of multiple intelligences, foreign language success and some selected variables. Journal of Theory and Practice in Education, 5(2), 110-122.
• Selçuk, Z., Kayılı, H., & Okut, L. (2003). Çoklu zeka uygulamaları. Nobel yayın dağıtım. Ankara.
• Sezek, F., Zorlu, Y., & Zorlu, F. (2016). Eğitim fakültesi öğrencilerinin çoklu zeka alanları ile bilimsel süreç becerileri arasındaki ilişkinin incelenmesi. Fen Bilimleri Öğretimi Dergisi, 4(1), 22-35.
• Shearer, C. B., & Karanian, J.M. (2017). The neuroscience of intelligence: Empirical support for the theory of multiple intelligences? Trends in Neuroscience and Education, 6, 211–223. https://doi.org/10.1016/ j.tine.2017.02.002
• Snyder, R. F. (2000). The relationship between learning styles/multiple intelligences and academic achievement of high school students. High School Journal. 83, 11–20.
• Sternberg, R. J. (1977). Intelligence, information processing, and analogical reasoning: The componential analysis of human abilities. Oxford, England: Lawrence Erlbaum.
• Sternberg, R. J. (Ed.). (1982). Handbook of human intelligence. New York: Cambridge University Press.
• Sternberg, R. J. (1985). Beyond IQ. New York: Cambridge University Press.
• Şenbaz Filiz, A. (2010). An investigation into types of multiple intelligences and activities used in english classes at primary schools, Unpublished master’s thesis. Çanakkale Onsekiz Mart University, Çanakkale, Turkey. http://acikerisim.lib.comu.edu.tr:8080/xmlui/bitstream/handle/COMU/608/Aslı_ Senbas_Filiz_Tez.pdf?sequence=1&isAllowed=y.
• Spearman, C E (1927). The Abilities of Man: Their Nature and Measurement. London: Macmillan.
• Teele , S. (2000). Rainbows of intelligence: Exploring how students learn. California Corwin Press, INC.
• Tezel, K. V. (2017). Are Prospective English Teachers Linguistically Intelligent? International Journal of Higher Education, 6(5), 88-94.
• Thurstone, L. L. (1938). Primary mental abilities. Chicago, IL: University of Chicago Press
• Warne, R. (2014). A Primer on Multivariate Analysis of Variance (MANOVA) for Behavioral Scientists. Practical Assessment. Research&Evaluation. 19(17). http://pareonline.net/ getvn.asp?v=19&n=17.
• Waterhouse, L. (2006): Multiple Intelligences, the Mozart Effect, and Emotional Intelligence: A Critical Review, Educational Psychologist, 41(4), 207-225
• Wechsler, D. (1939). The measurement of adult intelligence. Baltimore, MD, US: Williams & Wilkins Co.
• Yenice, N., & Aktamış, H. (2010). Sınıf öğretmeni adaylarının çoklu zekâ alanlarının demografik özelliklere göre incelenmesi. Türk Fen Eğitimi Dergisi, 3, 86-99.
• Yenice, N., Özden, B., & Alpak Tunç, G. (2016). Fen bilgisi öğretmen adaylarının çoklu zeka alanları ile çevreye yönelik tutumları arasındaki ilişkinin incelenmesi. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 13-3 (26), 83-97.
• Yerkes, R. M., Bridges, J. W., & Hardwick, R. S. (1915). Boston Psychopathic hospital monograph: Vol. 1. A point scale for measuring mental ability. Baltimore, MD, US: Warwick & York.
• Yılmaz, B. (2012). Engaging 6th grade students with mathematics by using multiple intelligence theory, Unpublished master’s thesis. Bilkent University, Ankara, Turkey.
• Yurt, E., & Polat, S. (2015). The Effectiveness of multiple intelligence applications on academic achievement: A meta-analysis. Sosyal Bilgiler Eğitimi Araştırmaları Dergisi, 6(1), 84-122.
• Zare-Ee, A., Mohd Don, Z., Knowles, G., & Tohidian, I. (2015). Gender differences in self-estimates of multiple intelligences among learners of English. International Online Journal of Education and Teaching (IOJET), 2(4), 249-264.
• Zientek. L. R., & Thompson. B. (2009). Matrix summaries improve research reports: Secondary analyses using published literature. Educational Researcher, 38, 343-352. doi:10.3102/0013189X09339056