top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 30 April 2021

The Representation of Multiple Intelligences in the Secondary School Turkish Curriculum

Süleyman Aydeniz

MuÅŸ Alparslan University, Turkey

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.04.02.260

Pages: 472-480

Keywords: Secondary School Turkish Curriculum, Multiple Intelligence Theory, Qualitative Research.

Abstract

This study aims to investigate to what extent learning objectives in the secondary school Turkish curriculum (2019) reflect and engage Gardner's theory of multiple intelligence. Furthermore, the study considers the frequency with which each intelligence type is presented in the curriculum. In the study, a total of 112 objectives are focused on. These objectives have been checked and rated by each of the experts. The study employs document analysis method as a research design. Research data has been collected and analysed through using document analysis descriptive and analysis techniques, respectively. Careful analysis of these objectives reveals that the intelligence profile of the curriculum is primarily verbal/linguistically (103). This is followed by mathematical/logical (17), visual/spatial intelligence (12), social/interpersonal (3), and bodily/kinesthetic intelligences (2), respectively. It further reveals that there are no objectives that cater to internal, musical/rhythmic and naturalistic intelligences. These findings suggest several courses of action for future researches.

References

  1. Arıcı, B. (2012). Assisted Turkish eighth grade students’ multiple intelligences course of his presentation gerunds primary effect of clutch situations. Unpublished Master's Thesis, Trabzon: Karadeniz Technical University Institute of Education Sciences.

  2. Armstrong, T. (1994). Multiple intelligences. Educational Leadership, 52(3), 26-28.

  3. BaÅŸaran, M., & Erdem, Ä°. (2009). A research about views of teacher candidates on rhetorical speaking skill. Kastamonu Education Journal, 17(3), s. 743- 754.

  4. Demirel, Ö. (1998). Eğitimde çoklu zekâ kuram ve uygulama [Multiple intelligence theory and practice in education]. Ankara: Pegem Publishing.

  5. Dolunay, S. K.,& Savaş, Ö. (2018). Grammar teaching based on the multiple intelligences theory. Abant İzzet Baysal University Education Faculty Journal,18(3), 1433–1455.

  6. Epçaçan, C. & Kırbaş, A. (2018). The evaluation of Turkish textbooks in terms of multiple intelligence theory based education. Ekev Academic Review, (76), 57–78.

  7. Epçaçan C. (2013). The effect of activities based on multiple intelligence theory attitudes of reading habits and reading comprehension self-efficiencies of students. The Journal Turkish Social Research, (16)4, 209-236.

  8. Ergin, G. (2007). Evaluation of the primary education 4th and 5th grades Turkish lesson curriculum with respect to multiple intelligence theory. Unpublished Master's Thesis, Konya: Selçuk University Institute of Social Sciences.

  9. Gardner, H. (1999). Multiple intelligences: Interviews and articles (Ed.) C. J. Vickers, (Translator) M. Tüzel, İstanbul: Enka Schools BZD Publications.

  10. Güney, N., Aytan, T., & Gün, M. (2010). Accordance level of Turkish curriculum at presecondary education with multiple intelligence theory. The Journal of International Social Research, (3), 213–229.

  11. Kana, F. & Demir R. (2017). Multiple intelligence theory in secondary Turkish education. The Journal of Social Sciences, 4(11), 399–416.

  12. Karasar, N. (2007). Bilimsel araştırma yöntemi [Scientific research method]. Ankara: Nobel Publishing.

  13. Kırbaşoğlu Kılıç, L., Baki, Y., & Bayram, B. (2014). A qualitative research on the correspondence level of the activities in the secondary school 8th grade Turkish course book with the theory of multiple intelligences. Journal of Mother Tongue Education, 2(2), 72–89.

  14. Mayring, P. (2000). Nitel sosyal araştırmaya giriş [Introduction to qualitative social research]. (Translator. A. Gümüş ve M. S. Durgun). Adana: Baki.

  15. Miles, M. B. and Huberman A. M. (1994). An expanded source book: Qualitative data analysis. CA: Sage Publications.

  16. Millî Eğitim Bakanlığı. (2019). Turkish Curriculum for 1st, 2nd, 3rd, 4th, 5th, 6th, 7th, and 8th grades. Ankara: Ministry of Education.

  17. Sarikaya, B. (2020). Suitability of writing achievements for creative writing (Examples of 2015 and 2018 Turkish course teaching programs). Turkey Education Journal, 5(1), 42–55.

  18. Sarikaya, B. (2021). The evaluation of 8th class Turkish course book activities in the context of multiple intelligence theory. Journal of Bitlis Eren University Humanities and Social Sciences, 1(1), 31–54.

  19. Türkçe Sözlük, (2009). Ankara: Turkish Language Association Publications.

  20. Yıldırım, A. ve Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methodology in social sciences]. Ankara: Seçkin Publishing.

  21. Yılmaz, Ö. (2018). Mehmed Fevzi Efendi’s human definition and classification on some human considerations. Journal Of AnalyticDivinity, 2(3), 6–22.

bottom of page