Ortaöğretimde Çoklu Zekâ Kuramının Elektrik Konularını Öğrenme Sürecine Etkisinin Araştırılması

Bu çalışmada Ortaöğretimde Çoklu Zekâ Kuramı’nın elektrik konularınıöğrenme sürecine etkisi araştırılmıştır. Çalışmanın örneklemi, Konya ili merkezindeki Selçuklu Atatürk Lisesi, Karatay Lisesi ve Meram Anadolu Liselerinin 1.sınıflarından 84’ü kız, 80’i erkek olmak üzere toplam 164 öğrenciden oluşturulmuştur. Veri toplama aracıolarak öğrencilere “Öğrenciler İçin Çoklu Zekâ AlanlarıEnvanteri” ve fizik başarıtesti uygulandı. Elde edilen verilerin değerlendirilmesinde SPSS 11.00 paket programıkullanılmıştır. Araştırmanın hipotezlerinin test edilmesinde bağımsız t-testi, tukey HSD testi ve aritmetik ortalama kullanılmıştır. Araştırma sonuçlarına göre, fizik dersinde elektrik konularının öğretiminde çoklu zekâ tabanlıders planlarıve öğretim etkinlikleri ile ders işlenen deney grupları, geleneksel öğretim etkinlikleri ile ders işlenen kontrol gruplarından daha başarılıolmuşlardır. Dolayısıyla çoklu zekâ tabanlıöğretimin, fizik dersinde elektrik konularının öğretiminde pozitif yönde bir etkisi olduğu görülmüştür. Bu etkinin en fazla M-R, S-D, S-K ve doğacızekâ gruplarındaki öğrencilerin öğrenme süreci üzerinde olumlu bir etkisinin olduğu görülmüştür. Araştırmanın sonuçlarıher sınıfta tüm zekâ alanlarına sahip öğrencilerin bulunduklarınıgöstermektedir. Geleneksel öğretim yöntemlerine göre öğretim yapılan okullarda genellikle İçsel-Bireysel, Sosyal-Kişilerarasıve Mantıksal-Matematiksel zekâ alanlarıhem en gelişmişhem de en fazla sahip olunan zekâ alanlarıdır. Dolayısıyla, geleneksel sınıflarda sadece Sözel-Dilsel ve MantıksalMatematiksel zekâ alanlarına yönelik öğretim yapılması, öğrencilerin sahip olduğu diğer zekâ alanlarınıköreltmekle birlikte öğrencilerin başarılarınıda olumsuz yönde etkilemektedir. Öğrencilerin daha çok Sözel-Dilsel ve Mantıksal-Matematiksel zekâsınıdikkate alan günümüz eğitim sisteminde, diğer zekâ alanlarıaktif olan öğrenciler göz ardıedilmektedir. Oysa fiziğin bir doğa bilimi oluşu, her zekâ alanınıkapsayan aktivitelerin hazırlanmasına imkân sağlamaktadır. Tüm zekâ alanlarıdikkate alınarak hazırlanan ortamlarda yetişen öğrenciler sadece fiziği sevmekle kalmayacak okul sonrasında bile sürekli çevresindeki fiziksel olaylarısorgulayan ve bilgiyi arayan, kullanan ve üreten bireyler haline geleceklerdir.

Introduction: Howard Gardner who has put forward the Theory of Multiple Intelligences in 1983, points out that school systems often focus on a narrow range of intelligences that involve primarily verbal / linguistic and logical / mathematical skills. While knowledge and skills in these areas are essential for surviving in the world, he suggests that there are at least six other kinds of intelligences that are essential to accelerate human development. They include, visual-spatial, bodily- kinesthetic, musicalrhythmic, interpersonal-social, intrapersonal-individual and naturalist intelligence Gardner, 1993 . Purpose : The purpose of this study is to find out the effect of the course materials based on Multiple Intelligence Theory upon the intelligence groups’ learning process in the electrical courses. Sampling: The subjects of the study consisted of total 164 students, 84 girls and 80 boys from the first year classes of Selçuklu Ataturk, Karatay and Meram Anadolian high schools in the centre provinces of Konya. The applications were carried out in the second-term of 2004-2005 Academic Year. Data Collection and Analysis: In this study, so as to determine the students’ intelligences “Multiple Intelligences Inventory for Students” was applied to the students. The inventories answered by the students were evaluated through the “Profile of Multiple Intelligences Theory for Students” Saban, 2004 and the students’ multiple intelligences were determined. The control and experiment groups were formed from the students whose multiple intelligences had been determined. The experiment groups were made up of total 82 students, 43 girls and 39 boys. The control groups were composed of total 82 students too, 41 girls and 41 boys. The physic achievement test was prepared and applied to the control and experiment groups as a pre-test before teaching of the subjects. The electrical circuits subjects were taught to the experiment groups via the course materials based on Multiple Intelligence Theory. The same subjects were taught to the control groups according to the traditional teaching methods. After ten days of teaching the subjects the physic achievement test was applied again to the groups as a post-test. The SPSS 11.00 Statistical Package for Social Sciences packet programme was used to evaluate all the data obtained from pre-and post-tests. Findings: The results obtained from Figure1, Fıgure2 and Table 2 . demonstrated that a significant difference has not been found between groups with regard to multiple intelligences. So it can be stated that multiple intelligences of the groups were equal at beginning of the application. According to Figure 3, mostly students of the experimental groups have the logical-mathematical and intrapersonal-individual intelligence. As it is seen from the results of Table 3 and Table 4, a significant difference has not been found between groups for pre-test Sig. >.05 .Therefore, the success level of the groups was equal with each other at the beginning of the application. But all the experiment groups displayed more success than control groups in the post-test Table 3 and Table 5 . So it was seen that there has been an important difference in achievement in favour of the experiment groups. These results showed that multiple intelligences theory based education has possitive effects upon teaching the hard physics subjects as electrical circuits. As it is seen in Table 6 , after the applications the control group’s success point increased 3.72 point but experimental group’s success point had increased 6 points. So the difference between control and experimental group’s increase points 6 – 3.72 is indicates the effect of the course materials based on Multiple Intelligence Theory among the students’ success. According to Table 7 it was seen again that a significant difference has not been found between groups for pre-test but at post test it was seen that there has been an important difference in achievement in favour of the experiment groups. According to Table8, regarding the quantity of increasing success point of 3.88 logical-mathematical and intrapersonalindividual intelligence groups were more successful. The increasing points of the other intelligence groups success were like this: spatial-visual 3.83; bodily-kinesthetic 3.69, interpersonal-social 3.47, musical-rhythmic 3.18, naturalist 3.18 and verbal-linguistic 3.09 Table8 . According to Table 9, concerning the quantity of increasing point of 6.25, logical-mathematical and 6.23 intrapersonalindividual intelligence groups were more successful. The increasing points of the other intelligence groups were like this: interpersonal-social 6.10, musical-rhythmic 6.02, bodily-kinesthetic 5.98, spatial-visual 5.86, naturalist 5.81 and verbal-linguistic Discussion: If the physics subjects had not been exposured to course materials based on Multiple Intelligence Theory, the quantity of the increasing point of the intelligence groups’ success would have been as in the Table8. So as seen in Table 8 and Table 9 the difference between the quantity of increasing points of control and experimental intelligence groups’ successes indicates the effect of the course materials based on Multiple Intelligence Theory among the students’ success level concerning electrical subjects. Furthermore, if we look at the difference in the quantity of increasing points of groups, it is clearly seen in the results that materials prepared according to Multiple Intelligence Theory have an obvious effect on the students’ learning process. This effect was particularly seen in musical-rhythmic intelligence groups with the increasing point of 2.84, verbal-linguistic with the increasing point of 2.70, interpersonal-social with the increasing point of 2.63 and naturalist intelligence with the increasing point of 2.63. While teaching physics Multiple Intelligences based approaches should be a part of the curriculum in order to avoid decline in the public understanding of physics. So, new educational approaches can be integrated into traditional methods. Conclusions: According to the mentioned results above, the following implications for physics education can be made: 1. The Multiple Intelligences Theory and the latest findings on neuro-psychology should be integrated into teacher education curriculum. 2. Teachers should be given in-service training on MI theory. 3. Every physics teacher should try MI instructional strategies in their classrooms to revitalize their teaching style. 4. Teachers should be encouraged to conduct continuous research, development themselves and work collaboratively. Suggestions: According to the mentioned results above at the end of this study these suggestions can be given for developing physics teaching-learning process; 1. The teachers should attach importance to all types of intelligence at the education associations. 2. The candidate teachers should be educated about Multiple Intelligences Theory Based Education.. 3. The teachers should be educated about Multiple Intelligences Theory Based Education by in-service training. 4. The teachers should be encouraged to use the Multiple Intelligences Theory Based Education