BibTex RIS Kaynak Göster

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

Yıl 2006, Cilt: 30 Sayı: 30, 230 - 239, 01.06.2006

Kaynakça

  • 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.
Yıl 2006, Cilt: 30 Sayı: 30, 230 - 239, 01.06.2006

Kaynakça

  • 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.
Toplam 24 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Emel Uysal Bu kişi benim

Ali Eryılmaz Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2006
Yayımlandığı Sayı Yıl 2006 Cilt: 30 Sayı: 30

Kaynak Göster

APA Uysal, E., & Eryılmaz, A. (2006). YEDİNCİ VE ONUNCU SINIF ÖĞRENCİLERİNİN KENDİNİ DEĞERLENDİRMESİYLE BULUNAN ÇOKLU ZEKÂ BOYUTLARI ÜZERİNE BİR ÇALIŞMA. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(30), 230-239.