Sistematik Derlemeler ve Meta Analiz
BibTex RIS Kaynak Göster
Yıl 2022, Cilt: 4 Sayı: 4th Year Special Issue, 94 - 110, 31.12.2022
https://doi.org/10.47806/ijesacademic.1208758

Öz

Destekleyen Kurum

Necmettin Erbakan Üniversitesi

Kaynakça

  • Ada, S. & Kücükali R. (2016). Turkish Education System and School Management, Ankara: Anı Publishing Aslan, A. (2018). Systematic review and analysis. Acta Medica Alanya, 62–63.
  • Azar, A., Presley, A. & Balkaya, Ö. (2006). The effect of instruction based on the theory of multiple intelligences on students' achievement, attitude, recall and cognitive process skills. H.U. Faculty of Education, 45-54.
  • Bakır, K. (2021). Educational Philosophy, 6th Edition, Ankara: Pegem Akademi Publications.
  • Baki, A., Gurbuz, R., Unal, S. & Atasoy, E. (2009). The effect of activities based on the theory of multiple intelligences on conceptual learning: Example of four operations with integers. Turkish Journal of Education, 237-259.
  • Basaran, I (2004). Effective learning and multiple intelligence theory: A review. Aegean Education Journal, 7-15. Bektas, M. (2007). The effect of the way families are informed about the theory of multiple intelligences in the life studies lesson on the students' project achievements and attitudes. Journal of Values Education, 5(14), 9-28.
  • Bozkurt, E. & Yenilmez, K. (2008). Teachers' views on the level of application of the learning method based on the theory of multiple intelligences in the sixth grade mathematics curriculum. Mehmet Akif Ersoy University Journal of the Faculty of Education, 90-99.
  • Calısandemir, F. & Bayhan, P. (2011). Examination of the effect of the education given by the experimental method on the development of multiple intelligence areas of kindergarten children. Mehmet Akif Ersoy University Journal of the Faculty of Education, 180-207.
  • Caliskan, S. & Yenilmez, K. (2012). Multiple intelligence applications in rural mathematics education. Kastamonu Journal of Education, 837-848.
  • Demiray, G. & Dolu, N. (2011). Evaluation of multiple intelligences in students preparing for university exam. Journal of Health Sciences, 29-38.
  • Demirci, N. & Yagci, Z. (2008). Evaluation of "electricity directing our lives" unit in science lesson according to multiple intelligence theory activities. Journal of Theory and Practice in Education, 79-97.
  • Demirel, Ö., Tuncel, I., Demirhan, C. & Demir, K. (2008). Teacher-student views on practices based on multiple intelligence theory and interdisciplinary approach. Journal of Education and Science, 14-25.
  • Dilci, T. & Babacan, T. (2011). Examination of the relationship between metacognitive reading strategies and multiple intelligence areas of primary school teacher candidates. Journal of Inönü University Faculty of Education, 47-64.
  • Doğan, Y. & Alkıs, S. (2007). Opinions of prospective classroom teachers on their ability to use multiple intelligences in social studies lessons. Uludag University Education Faculty Journal, 327-339.
  • Ermiş, E., Imamoğlu, O. & Erilli, N. (2012). The effect of sports on university students' physical and social multiple intelligence scores. Journal of Sport and Performance Studies, 23-29.
  • Genc, M. (2012). Examining the relationship between teachers' multiple intelligence areas and problem solving skills. Bartın University Journal of Education Faculty, 77-88.
  • Gürbüzoğlu Yalmancı, S. (2011). The relationship between multiple intelligence types and the departments that teacher candidates study. International Journal of Human Sciences.
  • Hasenekeoglu, I. & Gurbuzoglu, S. (2009). The effect of the subject of protein synthesis, which is based on the theory of multiple intelligences, on the retention of students' knowledge. Journal of Ahi Evran University Faculty of Education, 49-59.
  • Irmak, L. & Celik, H. (2021). The effect of multiple intelligence-based education on the mathematics achievement and attitudes of seventh grade students. Journal of Computer and Education Research, 405-430.
  • Isık, D., Tarım, K., Iflazoğlu, A. (2007). The effect of cooperative learning method supported by multiple intelligence theory on the academic achievement of third grade primary school students in mathematics course. Ahi Evran University Journal of Kirsehir Education Faculty, 63-77.
  • Karacam, Z. (2013). Systematic review methodology: A guide to preparing systematic reviews. Dokuz Eylul University School of Nursing Electronics, 26-33.
  • Karamustafaoglu, S., Bacanak, A., Degirmenci, S. & Karamustafaoglu, O. (2010). A multiple intelligence activity for the concept of sound. Western Anatolian Journal of Educational Sciences, 125-139.
  • Kosar, E. (2006). Teachers' views on the application of the theory of multiple intelligences in Turkish lessons. Uludag University Journal of Education Faculty, 345-358.
  • Kurt, M., Cinici, A., Demir, Y. (2011). Investigation of the relationship between ninth grade students' intelligence areas according to the theory of multiple intelligences, their academic achievements in biology and their genders. Mehmet Akif Ersoy University Journal of Science Institute, 51-68.
  • Oral, I. & Dogan, O. (2010). Investigation of the effect of the theory of multiple intelligences on the learning process of electrical subjects in secondary education. Selcuk University Journal of Social Sciences Institute, 160-171. Ongoren, H. & Sahin, A. (2008). The effects of multiple intelligence theory-based instruction on students' science achievement. Pamukkale University Faculty of Education Journal, 24-35.
  • Saban, A. (2002). Multiple Intelligence Theory and Education, 2nd Edition, Ankara: Nobel Publications.
  • Susar Kırmızı, F. (2010). The effects of cooperative learning method based on multiple intelligence theory on summarization strategy in primary school 4th grade Turkish teaching. Pamukkale University Journal of Social Sciences Institute, 99-108.
  • Tarman, S. (1998) Multiple intelligence theory and seven types of intelligence. Journal of Education as You Live, 12-16. Tugrul, B. & Duran, E. (2003). Every child has a chance to succeed: The multidimensionality of intelligence theory of multiple intelligences. Hacettepe University, Faculty of Education, 224-233.
  • Uysal, E. & Eryılmaz, A. (2006). A study on multiple intelligence dimensions found by self-assessment of seventh and tenth grade students. H. U. Journal of the Faculty of Education, 230-239.
  • Uzunöz, A. & Akbaş, Y. (2011). The effect of multiple intelligence supported teaching on student success and permanence in geography lesson. Turkish Journal of Educational Sciences, 467-496.
  • Yenilmez, K. & Bozkurt, E. (2006). Teacher's thoughts on the theory of multiple intelligences in mathematics education. Mehmet Akif Ersoy University, Faculty of Education, 90-103.
  • Yenilmez, K. & Caliskan, S. (2011). The relationship between primary school students' multiple intelligence areas and creative thinking levels. Journal of Dicle University Ziya Gökalp Faculty of Education, 48-63.
  • Yildirim, K. (2006). The effect of cooperative learning method supported by multiple intelligence theory on primary school 4th grade students' achievement in mathematics lesson. Ahi Evren University, Kirsehir Education Faculty, 301-315.
  • Yıldırım, K. & Tarım, K. (2008). The effect of multiple intelligence theory supported learning method on academic achievement and retention level in fifth grade mathematics lesson in primary education. Primary Education Online Journal, 174-187.

Investigation of multi-intelligence theory research by systematic review method

Yıl 2022, Cilt: 4 Sayı: 4th Year Special Issue, 94 - 110, 31.12.2022
https://doi.org/10.47806/ijesacademic.1208758

Öz

The aim of this study is to determine the direction of research on the theory of multiple intelligences in the last 15 years and to introduce the developments in the theory of multiple intelligences based on the results. In the study, 30 articles on the theory of multiple intelligences in Turkey between the years 2006-2021 were examined. Researches; The publication year, the journal in which it was published, the course conducted, the purpose, the method/pattern, the sample, the data collection tools, the data analysis method, the results and the suggestions were examined in accordance with the themes. In the examinations, the researches on the theory of multiple intelligences are generally carried out in numerical courses, the researches are mostly conducted for teaching purposes, the students at the secondary school level are mostly included in the researches, the academic achievement test and multiple intelligence inventory are used as data collection tools, the t-test is used extensively as a data analysis method, showed that positive results were obtained in the vast majority of studies and all kinds of suggestions were presented. Based on these results, suggestions were made such as the need to include more qualitative research, conducting new studies in oral courses, and expanding the literature by conducting new research.

Kaynakça

  • Ada, S. & Kücükali R. (2016). Turkish Education System and School Management, Ankara: Anı Publishing Aslan, A. (2018). Systematic review and analysis. Acta Medica Alanya, 62–63.
  • Azar, A., Presley, A. & Balkaya, Ö. (2006). The effect of instruction based on the theory of multiple intelligences on students' achievement, attitude, recall and cognitive process skills. H.U. Faculty of Education, 45-54.
  • Bakır, K. (2021). Educational Philosophy, 6th Edition, Ankara: Pegem Akademi Publications.
  • Baki, A., Gurbuz, R., Unal, S. & Atasoy, E. (2009). The effect of activities based on the theory of multiple intelligences on conceptual learning: Example of four operations with integers. Turkish Journal of Education, 237-259.
  • Basaran, I (2004). Effective learning and multiple intelligence theory: A review. Aegean Education Journal, 7-15. Bektas, M. (2007). The effect of the way families are informed about the theory of multiple intelligences in the life studies lesson on the students' project achievements and attitudes. Journal of Values Education, 5(14), 9-28.
  • Bozkurt, E. & Yenilmez, K. (2008). Teachers' views on the level of application of the learning method based on the theory of multiple intelligences in the sixth grade mathematics curriculum. Mehmet Akif Ersoy University Journal of the Faculty of Education, 90-99.
  • Calısandemir, F. & Bayhan, P. (2011). Examination of the effect of the education given by the experimental method on the development of multiple intelligence areas of kindergarten children. Mehmet Akif Ersoy University Journal of the Faculty of Education, 180-207.
  • Caliskan, S. & Yenilmez, K. (2012). Multiple intelligence applications in rural mathematics education. Kastamonu Journal of Education, 837-848.
  • Demiray, G. & Dolu, N. (2011). Evaluation of multiple intelligences in students preparing for university exam. Journal of Health Sciences, 29-38.
  • Demirci, N. & Yagci, Z. (2008). Evaluation of "electricity directing our lives" unit in science lesson according to multiple intelligence theory activities. Journal of Theory and Practice in Education, 79-97.
  • Demirel, Ö., Tuncel, I., Demirhan, C. & Demir, K. (2008). Teacher-student views on practices based on multiple intelligence theory and interdisciplinary approach. Journal of Education and Science, 14-25.
  • Dilci, T. & Babacan, T. (2011). Examination of the relationship between metacognitive reading strategies and multiple intelligence areas of primary school teacher candidates. Journal of Inönü University Faculty of Education, 47-64.
  • Doğan, Y. & Alkıs, S. (2007). Opinions of prospective classroom teachers on their ability to use multiple intelligences in social studies lessons. Uludag University Education Faculty Journal, 327-339.
  • Ermiş, E., Imamoğlu, O. & Erilli, N. (2012). The effect of sports on university students' physical and social multiple intelligence scores. Journal of Sport and Performance Studies, 23-29.
  • Genc, M. (2012). Examining the relationship between teachers' multiple intelligence areas and problem solving skills. Bartın University Journal of Education Faculty, 77-88.
  • Gürbüzoğlu Yalmancı, S. (2011). The relationship between multiple intelligence types and the departments that teacher candidates study. International Journal of Human Sciences.
  • Hasenekeoglu, I. & Gurbuzoglu, S. (2009). The effect of the subject of protein synthesis, which is based on the theory of multiple intelligences, on the retention of students' knowledge. Journal of Ahi Evran University Faculty of Education, 49-59.
  • Irmak, L. & Celik, H. (2021). The effect of multiple intelligence-based education on the mathematics achievement and attitudes of seventh grade students. Journal of Computer and Education Research, 405-430.
  • Isık, D., Tarım, K., Iflazoğlu, A. (2007). The effect of cooperative learning method supported by multiple intelligence theory on the academic achievement of third grade primary school students in mathematics course. Ahi Evran University Journal of Kirsehir Education Faculty, 63-77.
  • Karacam, Z. (2013). Systematic review methodology: A guide to preparing systematic reviews. Dokuz Eylul University School of Nursing Electronics, 26-33.
  • Karamustafaoglu, S., Bacanak, A., Degirmenci, S. & Karamustafaoglu, O. (2010). A multiple intelligence activity for the concept of sound. Western Anatolian Journal of Educational Sciences, 125-139.
  • Kosar, E. (2006). Teachers' views on the application of the theory of multiple intelligences in Turkish lessons. Uludag University Journal of Education Faculty, 345-358.
  • Kurt, M., Cinici, A., Demir, Y. (2011). Investigation of the relationship between ninth grade students' intelligence areas according to the theory of multiple intelligences, their academic achievements in biology and their genders. Mehmet Akif Ersoy University Journal of Science Institute, 51-68.
  • Oral, I. & Dogan, O. (2010). Investigation of the effect of the theory of multiple intelligences on the learning process of electrical subjects in secondary education. Selcuk University Journal of Social Sciences Institute, 160-171. Ongoren, H. & Sahin, A. (2008). The effects of multiple intelligence theory-based instruction on students' science achievement. Pamukkale University Faculty of Education Journal, 24-35.
  • Saban, A. (2002). Multiple Intelligence Theory and Education, 2nd Edition, Ankara: Nobel Publications.
  • Susar Kırmızı, F. (2010). The effects of cooperative learning method based on multiple intelligence theory on summarization strategy in primary school 4th grade Turkish teaching. Pamukkale University Journal of Social Sciences Institute, 99-108.
  • Tarman, S. (1998) Multiple intelligence theory and seven types of intelligence. Journal of Education as You Live, 12-16. Tugrul, B. & Duran, E. (2003). Every child has a chance to succeed: The multidimensionality of intelligence theory of multiple intelligences. Hacettepe University, Faculty of Education, 224-233.
  • Uysal, E. & Eryılmaz, A. (2006). A study on multiple intelligence dimensions found by self-assessment of seventh and tenth grade students. H. U. Journal of the Faculty of Education, 230-239.
  • Uzunöz, A. & Akbaş, Y. (2011). The effect of multiple intelligence supported teaching on student success and permanence in geography lesson. Turkish Journal of Educational Sciences, 467-496.
  • Yenilmez, K. & Bozkurt, E. (2006). Teacher's thoughts on the theory of multiple intelligences in mathematics education. Mehmet Akif Ersoy University, Faculty of Education, 90-103.
  • Yenilmez, K. & Caliskan, S. (2011). The relationship between primary school students' multiple intelligence areas and creative thinking levels. Journal of Dicle University Ziya Gökalp Faculty of Education, 48-63.
  • Yildirim, K. (2006). The effect of cooperative learning method supported by multiple intelligence theory on primary school 4th grade students' achievement in mathematics lesson. Ahi Evren University, Kirsehir Education Faculty, 301-315.
  • Yıldırım, K. & Tarım, K. (2008). The effect of multiple intelligence theory supported learning method on academic achievement and retention level in fifth grade mathematics lesson in primary education. Primary Education Online Journal, 174-187.
Toplam 33 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Gülnigar Koçak 0000-0003-0977-3934

Yayımlanma Tarihi 31 Aralık 2022
Gönderilme Tarihi 22 Kasım 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 4 Sayı: 4th Year Special Issue

Kaynak Göster

APA Koçak, G. (2022). Investigation of multi-intelligence theory research by systematic review method. International Journal of Educational Spectrum, 4(4th Year Special Issue), 94-110. https://doi.org/10.47806/ijesacademic.1208758

ISSN: 2667-5870