Araştırma Makalesi
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Integrating Multiple Intelligences into Daily Plans: A Preschool Example

Yıl 2019, Cilt: 10 Sayı: 3, 321 - 345, 31.07.2019
https://doi.org/10.17569/tojqi.515616

Öz

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.

Kaynakça

  • Aronoff, F. W. (1988). Reaching the young child through music: Howard Gardner’s Theory of Multiple Intelligences as model. International Journal of Music Education, 12(1), 18-22.
  • Armstrong, T. (2004). You’re smarter than you think: A kid’s guide to Multiple Intelligences. Minneapolis: Free Spirit Press.
  • Bednar, J. (2002). Improving student motivation and achievement in mathematics through teaching to the Multiple Intelligences. Unpublished Master’s Thesis. Chicago: Saint Xavier University.
  • Birchfield, D., Thornburg, H., Megowan-Romanowicz, C., Hatton, S., Mechtley, B., Dolgov, I. & Burleson, W. (2008). Embodiment, multimodality, and composition: Convergent themes across HCI and education for mixed-reality learning environments. Journal of Advances in Human-Computer Interaction, Article ID 874563. Bordelon, D. E. & Banbury, M. M. (2005). Pursuing the parameters: Validating the Multiple Intelligences Inventory for teachers. Assessment for Affective Intervention, 30, 33-51.
  • Carlisle, A. (2001). Using Multiple Intelligences Theory to assess early childhood curricula. Young Children, 56(6), 77-83.
  • Checkley, K. (1997). Teaching for Multiple Intelligences: A conversation with Howard Gardner. Educational Leadership, 55(1), 12.
  • Chen, J., Moran, S. & Gardner, H. (2009). Multiple intelligences around the world. New York: Jossey-Bass.
  • Delgoshaei, Y. & Delavari, N. (2012). Applying multiple-intelligence approach to education and analyzing its impact on cognitive development of pre-school children. Procedia-Social and Behavioral Sciences, 32, 361-366.
  • Fleetham, M. (2009). Retrived at 02.11.2009 from http://www.thinkingclassroom.com/ Parents/MI_Applications_Resources.aspx
  • Furnham, A. & Thomas, C. (2004). Parents’ gender and personality and estimates of their own and their children’s intelligence. Personality and Individual Differences, 37, 887-903.
  • Gardner, H. (1983). Frames of mind: The Theory of Multiple Intelligences. New York: Basic Books.
  • Gardner, H. (1993). Frames of mind: The theory of multiple intelligences (10 anniversary ed.). New York, NY: Basic Books.
  • Gardner, H. (1999). The disciplined mind: What all students should understand. New York: Simon & Schuster.
  • Gardner, H. (2006a). Multiple intelligences: New horizons. New York: Basic Books.
  • Gardner, H. (2006b). Replies to my critics. In J. A. Schaler (Ed.), Howard Gardner under fire: The rebel psychologist faces his critics (pp. 277-344). Chicago: Open Court.
  • Gardner, H. & Hatch, T. (1989). Multiple Intelligences go to school: Educational implications of the Theory of Multiple Intelligences. Educational Researcher, 18(8), 4-9.
  • Guss, F. G. (2005). Dramatic playing beyond the Theory of Multiple Intelligences. Research in Drama Education, 10(1). 43-54.
  • Highland, S. (1999). Improving student behavior through the use of Multiple Intelligences. Unpublished Master’s Thesis. Chicago: Saint Xavier University.
  • Klein, P. D. (2003). Rethinking the multiplicity of cognitive resources and curricular representations: Alternatives to learning styles and Multiple Intelligences. Journal of Curriculum Studies, 35(1), 45-81.
  • Kuo, C. C., Su, F. L. & Maker, C. J. (2011). Cultivating Problem Solving Abilities in Gifted Preschoolers. Gifted Education International, 27(3), 311-326.
  • Lazear, D. G. (1992). Teaching for Multiple Intelligences. Bloomington: Phi Delta Kappa Educational Foundation.
  • Lai Imm, J. L. & Bahauddin, A. (2008) The Effects of Colours on Preschoolers’ Behaviour: An analysis of Colour-Mood Association on Preschoolers Aged 4 to 6. In: 2nd International Conference on Built Environment in Developing Countries., 3rd- 4th December 2008, Universiti Sains Malaysia, Pulau Pinang.
  • Ministry of National Education. (MONE) (2006). Preschool Education Curriculum (For 36 through 72 Months Old Children). Ankara: MEB Publications.
  • Norel, M., Niculescu, R. M., Usaci, D. & Lupu, D. (2009). Valuing the Theory of Multiple Intelligences in Formal Curriculum. New Trends. In Proceedings of the 11th WSEAS İnternational Conference On Mathematical Methods And Computational Techniques In Electrical Engineering (pp. 441-445). World Scientific and Engineering Academy and Society (WSEAS).
  • Padurean, A. (2011). Interactive Teaching Methods for Pre-School and Primary School Pupils. Journal Plus Education/Educatia Plus, 7(2).
  • Rettig, M. (2005). Using the Multiple Intelligences to enhance instruction for young children and young children with disabilities. Early Childhood Education Journal, 32(4), 255-260.
  • Silver, H., Strong, R. & Perini, M. (1997). Integrating learning styles and Multiple Intelligences. Educational Leadership, 55(1), 22-27.
  • Vialle, W. (1997). In Australia: Multiple Intelligences in multiple settings. Educational Leadership, 55(1), 65-69.

Çoklu Zeka Kuramı’nı Günlük Planlara Entegre Etme: Bir Anaokulu Örneği

Yıl 2019, Cilt: 10 Sayı: 3, 321 - 345, 31.07.2019
https://doi.org/10.17569/tojqi.515616

Öz

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.

Kaynakça

  • Aronoff, F. W. (1988). Reaching the young child through music: Howard Gardner’s Theory of Multiple Intelligences as model. International Journal of Music Education, 12(1), 18-22.
  • Armstrong, T. (2004). You’re smarter than you think: A kid’s guide to Multiple Intelligences. Minneapolis: Free Spirit Press.
  • Bednar, J. (2002). Improving student motivation and achievement in mathematics through teaching to the Multiple Intelligences. Unpublished Master’s Thesis. Chicago: Saint Xavier University.
  • Birchfield, D., Thornburg, H., Megowan-Romanowicz, C., Hatton, S., Mechtley, B., Dolgov, I. & Burleson, W. (2008). Embodiment, multimodality, and composition: Convergent themes across HCI and education for mixed-reality learning environments. Journal of Advances in Human-Computer Interaction, Article ID 874563. Bordelon, D. E. & Banbury, M. M. (2005). Pursuing the parameters: Validating the Multiple Intelligences Inventory for teachers. Assessment for Affective Intervention, 30, 33-51.
  • Carlisle, A. (2001). Using Multiple Intelligences Theory to assess early childhood curricula. Young Children, 56(6), 77-83.
  • Checkley, K. (1997). Teaching for Multiple Intelligences: A conversation with Howard Gardner. Educational Leadership, 55(1), 12.
  • Chen, J., Moran, S. & Gardner, H. (2009). Multiple intelligences around the world. New York: Jossey-Bass.
  • Delgoshaei, Y. & Delavari, N. (2012). Applying multiple-intelligence approach to education and analyzing its impact on cognitive development of pre-school children. Procedia-Social and Behavioral Sciences, 32, 361-366.
  • Fleetham, M. (2009). Retrived at 02.11.2009 from http://www.thinkingclassroom.com/ Parents/MI_Applications_Resources.aspx
  • Furnham, A. & Thomas, C. (2004). Parents’ gender and personality and estimates of their own and their children’s intelligence. Personality and Individual Differences, 37, 887-903.
  • Gardner, H. (1983). Frames of mind: The Theory of Multiple Intelligences. New York: Basic Books.
  • Gardner, H. (1993). Frames of mind: The theory of multiple intelligences (10 anniversary ed.). New York, NY: Basic Books.
  • Gardner, H. (1999). The disciplined mind: What all students should understand. New York: Simon & Schuster.
  • Gardner, H. (2006a). Multiple intelligences: New horizons. New York: Basic Books.
  • Gardner, H. (2006b). Replies to my critics. In J. A. Schaler (Ed.), Howard Gardner under fire: The rebel psychologist faces his critics (pp. 277-344). Chicago: Open Court.
  • Gardner, H. & Hatch, T. (1989). Multiple Intelligences go to school: Educational implications of the Theory of Multiple Intelligences. Educational Researcher, 18(8), 4-9.
  • Guss, F. G. (2005). Dramatic playing beyond the Theory of Multiple Intelligences. Research in Drama Education, 10(1). 43-54.
  • Highland, S. (1999). Improving student behavior through the use of Multiple Intelligences. Unpublished Master’s Thesis. Chicago: Saint Xavier University.
  • Klein, P. D. (2003). Rethinking the multiplicity of cognitive resources and curricular representations: Alternatives to learning styles and Multiple Intelligences. Journal of Curriculum Studies, 35(1), 45-81.
  • Kuo, C. C., Su, F. L. & Maker, C. J. (2011). Cultivating Problem Solving Abilities in Gifted Preschoolers. Gifted Education International, 27(3), 311-326.
  • Lazear, D. G. (1992). Teaching for Multiple Intelligences. Bloomington: Phi Delta Kappa Educational Foundation.
  • Lai Imm, J. L. & Bahauddin, A. (2008) The Effects of Colours on Preschoolers’ Behaviour: An analysis of Colour-Mood Association on Preschoolers Aged 4 to 6. In: 2nd International Conference on Built Environment in Developing Countries., 3rd- 4th December 2008, Universiti Sains Malaysia, Pulau Pinang.
  • Ministry of National Education. (MONE) (2006). Preschool Education Curriculum (For 36 through 72 Months Old Children). Ankara: MEB Publications.
  • Norel, M., Niculescu, R. M., Usaci, D. & Lupu, D. (2009). Valuing the Theory of Multiple Intelligences in Formal Curriculum. New Trends. In Proceedings of the 11th WSEAS İnternational Conference On Mathematical Methods And Computational Techniques In Electrical Engineering (pp. 441-445). World Scientific and Engineering Academy and Society (WSEAS).
  • Padurean, A. (2011). Interactive Teaching Methods for Pre-School and Primary School Pupils. Journal Plus Education/Educatia Plus, 7(2).
  • Rettig, M. (2005). Using the Multiple Intelligences to enhance instruction for young children and young children with disabilities. Early Childhood Education Journal, 32(4), 255-260.
  • Silver, H., Strong, R. & Perini, M. (1997). Integrating learning styles and Multiple Intelligences. Educational Leadership, 55(1), 22-27.
  • Vialle, W. (1997). In Australia: Multiple Intelligences in multiple settings. Educational Leadership, 55(1), 65-69.
Toplam 28 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Tanju Gürkan

Çağlayan Dinçer

Burcu Çabuk 0000-0003-1166-9773

Yayımlanma Tarihi 31 Temmuz 2019
Gönderilme Tarihi 21 Ocak 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 10 Sayı: 3

Kaynak Göster

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. https://doi.org/10.17569/tojqi.515616
AMA Gürkan T, Dinçer Ç, Çabuk B. Integrating Multiple Intelligences into Daily Plans: A Preschool Example. TOJQI. Temmuz 2019;10(3):321-345. doi:10.17569/tojqi.515616
Chicago Gürkan, Tanju, Çağlayan Dinçer, ve Burcu Çabuk. “Integrating Multiple Intelligences into Daily Plans: A Preschool Example”. Turkish Online Journal of Qualitative Inquiry 10, sy. 3 (Temmuz 2019): 321-45. https://doi.org/10.17569/tojqi.515616.
EndNote Gürkan T, Dinçer Ç, Çabuk B (01 Temmuz 2019) Integrating Multiple Intelligences into Daily Plans: A Preschool Example. Turkish Online Journal of Qualitative Inquiry 10 3 321–345.
IEEE T. Gürkan, Ç. Dinçer, ve B. Çabuk, “Integrating Multiple Intelligences into Daily Plans: A Preschool Example”, TOJQI, c. 10, sy. 3, ss. 321–345, 2019, doi: 10.17569/tojqi.515616.
ISNAD Gürkan, Tanju vd. “Integrating Multiple Intelligences into Daily Plans: A Preschool Example”. Turkish Online Journal of Qualitative Inquiry 10/3 (Temmuz 2019), 321-345. https://doi.org/10.17569/tojqi.515616.
JAMA Gürkan T, Dinçer Ç, Çabuk B. Integrating Multiple Intelligences into Daily Plans: A Preschool Example. TOJQI. 2019;10:321–345.
MLA Gürkan, Tanju vd. “Integrating Multiple Intelligences into Daily Plans: A Preschool Example”. Turkish Online Journal of Qualitative Inquiry, c. 10, sy. 3, 2019, ss. 321-45, doi:10.17569/tojqi.515616.
Vancouver Gürkan T, Dinçer Ç, Çabuk B. Integrating Multiple Intelligences into Daily Plans: A Preschool Example. TOJQI. 2019;10(3):321-45.