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ZEKA TÜRLERİ, ÖĞRENCİLERİN YABANCI DİL BAŞARILARI VE SEÇİLMİŞ DEĞİŞKENLER ÜZERİNE BİR ÇALIŞMA

Year 2009, Volume: 5 Issue: 2, 110 - 122, 14.01.2013

Aysel Sarıcaoğlu Arda Arıkan

Abstract

Bu çalışmanın amacı cinsiyet ile öğrencilerin zekâ türleri arasında, belirli zekâ türleri ile öğrencilerin 
İngilizce dilbilgisi, dinleme ve yazma başarıları arasında ve öğrencilerin zekâ türleri ile anne ve 
babalarının eğitim seviyeleri arasında bir ilişki olup olmadığını araştırmaktır. Erciyes Üniversitesi 
Yabancı Diller Yüksekokulu'nda öğrenim gören 144 hazırlık sınıfı öğrencisi çalışmada yer almış ve 
veri toplama aracı olarak Yetişkinler için Çoklu Zekâ Envanter'i kullanılmış ve veriler tanımlayıcı 
istatistikler, bağımsız örneklem t-testi, korelasyon katsayısı ve tek yönlü varyans analizi (ANOVA) 
teknikleri ile analiz edilmiştir. Çalışmanın sonuçlarına göre, kız ve erkek öğrenciler arasında zekâ 
türleri açısından anlamlı bir ilişki bulunmamaktadır.  Cinsiyet ile dilsel zekâ arasında pozitif bir ilişki 
olduğu ortaya çıkmıştır. Bedensel-duyusal, uzaysal  ve bireysel-içedönük zekâ ile dilbilgisi arasında 
olumsuz ama anlamlı bir ilişki çıkarken, müziksel zekâ ile yazma becerisi arasındaki ilişki olumlu ve
anlamlıdır. Son olarak, anne ve babanın eğitim seviyelerinin öğrencilerin zekâ türleri üzerinde 
etkisinin olmadığı saptanmıştır.  
Anahtar kelimeler; Çoklu zeka, zeka, başarı, cinsiyet, aile, eğitim

Keywords

Çoklu zeka zeka başarı cinsiyet aile eğitim

References

  • Albert, D. H., & Reed, J. (2008). What really matters: A conversation between David H. Albert and Joyce Reed. Life Learning Magazine, March/ April, 8-32. Retrieved June 19, 2009, from http://www.lifelearningmagazine.com/0804/MarApr08.pdf
  • Armstrong, T. (1994). Multiple Intelligences in the Classroom. Alexandria, VA: ASCD.
  • Armstrong, T. (2001). Multiple Intelligences in the Classroom. Alexandria, VA: ASCD.
  • Barrington, E. (2004). Teaching to student diversity in higher education: how multiple intelligence theory can help. Teaching in Higher Education, 9(4), 421-434.
  • Chen, J-Q., & Gardner, H. (2005). Assessment based on multiple intelligences theory. In D. P. Flanagan (Ed.), Contemporary Intellectual Assessment: Theories, Tests, and Issues (77-102). New York: Guilford Press.
  • Emig, V. B. (1997). A multiple intelligences inventory. Educational Leadership, 55(1), 47-50.
  • Fogarty, R., & Stoehr, J. (2008). Integrating curricula with multiple intelligences: Teams, themes, & threads. Thousand Oaks, CA: Corwin Press.
  • Haley, M. H. (2004). Learner-centered instruction and the theory of multiple intelligences with second language learners. Teachers College Record, 106(1), 163-180.
  • Hamurlu, M. K. (2007). The effect of instruction based on multiple intelligences theory on the students’ achievements in English and their attitudes towards English at 9th grade at foreign language based high school. Unpublished MA thesis, Gaziantep University, Graduate School of Social Sciences, Department of Educational Sciences, Gaziantep: Turkey.
  • Heacox, D. (2002). Differentiating instruction in the regular classroom: how to reach and teach all learners, grades 3-12. Minneapolis, MN: Free Spirit Pub.
  • Loori, A. A. (2005). Multiple intelligences: a comparative study between the preferences of males and females. Social Behavior and Personality, 33(1), 77-88.
  • McMahon, S. D., & Rose, D. S. (2004). Multiple intelligences and reading achievement: an examination of the Teele Inventory of Multiple Intelligences. The Journal of Experimental Education, 73(1), 41-52.
  • Moran, S., Kornhaber, M., & Gardner, H. (2006). Orchestrating multiple intelligences. Educational Leadership, 64(1), 22-27.
  • Noble, T. (2004). Integrating the revised Bloom’s taxonomy with multiple intelligences: a planning tool for curriculum differentiation. Teachers College Record, 106(1), 193-211.
  • Nolen, J. L. (2003). Multiple intelligences in the classroom. Education, 124(1), 115-119.
  • Özdemir, P., Güneysu, S., & Tekkaya C. (2006). Enhancing learning through multiple intelligences. Educational Research, 40(2), 74-78.
  • Poole, G. T. (2000). Application of the theory of multiple intelligences to second language learners in classroom situations. Speech at the National Association of African American Studies & National Association of Hispanic and Latino Studies: 2000 Literature Monograph Series 21-26 February 2000, Houston.
  • Rahimi, A., & Abedini, A. (2009). The Interface between EFL Learners' Self- Efficacy Concerning Listening Comprehension and Listening Proficiency. Novitas-ROYAL (Research on Youth and Language), 3(1), 14-28.
  • Razmjoo, S. A. (2008). On the relationship between multiple intelligences and language success. The Reading Matrix, 8(2), 155-174.
  • Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. New York: Cambridge University Press.
  • Shearer, C. B. (2004). Using a multiple intelligences assessment to promote teacher development and student achievement. Teachers College Record, 106(1), 147-162.
  • Shore, J. R. (2004). Teacher education and multiple intelligences: a case study of multiple intelligences and teacher efficacy in two teacher preparation courses. Teachers College Record, 106(1), 112-139.
  • Smith, E. (2001). Implications of multiple intelligences theory for second language learning. Post-Script, 2(1), 32-52.
  • Şad, N., & Arıbaş, S. (2008). The levels of teachers at primary schools to employ materials and activities based on multiple intelligences theory: Malatya sample. Inönü Üniversitesi Eğitim Fakültesi Dergisi, 9(15), 169-187.
  • Teele, S. (2000). Rainbows of intelligence: Exploring how students learn. USA: Corwin Press.
  • Yilmaz, G., & Fer, S. (2003). Çok yönlü zeka alanlarına göre düzenlenen öğretim etkinliklerine ilişkin öğrencilerin görüşleri ve başarıları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 25, 235-245.

Year 2009, Volume: 5 Issue: 2, 110 - 122, 14.01.2013

Aysel Sarıcaoğlu Arda Arıkan

Abstract

References

  • Albert, D. H., & Reed, J. (2008). What really matters: A conversation between David H. Albert and Joyce Reed. Life Learning Magazine, March/ April, 8-32. Retrieved June 19, 2009, from http://www.lifelearningmagazine.com/0804/MarApr08.pdf
  • Armstrong, T. (1994). Multiple Intelligences in the Classroom. Alexandria, VA: ASCD.
  • Armstrong, T. (2001). Multiple Intelligences in the Classroom. Alexandria, VA: ASCD.
  • Barrington, E. (2004). Teaching to student diversity in higher education: how multiple intelligence theory can help. Teaching in Higher Education, 9(4), 421-434.
  • Chen, J-Q., & Gardner, H. (2005). Assessment based on multiple intelligences theory. In D. P. Flanagan (Ed.), Contemporary Intellectual Assessment: Theories, Tests, and Issues (77-102). New York: Guilford Press.
  • Emig, V. B. (1997). A multiple intelligences inventory. Educational Leadership, 55(1), 47-50.
  • Fogarty, R., & Stoehr, J. (2008). Integrating curricula with multiple intelligences: Teams, themes, & threads. Thousand Oaks, CA: Corwin Press.
  • Haley, M. H. (2004). Learner-centered instruction and the theory of multiple intelligences with second language learners. Teachers College Record, 106(1), 163-180.
  • Hamurlu, M. K. (2007). The effect of instruction based on multiple intelligences theory on the students’ achievements in English and their attitudes towards English at 9th grade at foreign language based high school. Unpublished MA thesis, Gaziantep University, Graduate School of Social Sciences, Department of Educational Sciences, Gaziantep: Turkey.
  • Heacox, D. (2002). Differentiating instruction in the regular classroom: how to reach and teach all learners, grades 3-12. Minneapolis, MN: Free Spirit Pub.
  • Loori, A. A. (2005). Multiple intelligences: a comparative study between the preferences of males and females. Social Behavior and Personality, 33(1), 77-88.
  • McMahon, S. D., & Rose, D. S. (2004). Multiple intelligences and reading achievement: an examination of the Teele Inventory of Multiple Intelligences. The Journal of Experimental Education, 73(1), 41-52.
  • Moran, S., Kornhaber, M., & Gardner, H. (2006). Orchestrating multiple intelligences. Educational Leadership, 64(1), 22-27.
  • Noble, T. (2004). Integrating the revised Bloom’s taxonomy with multiple intelligences: a planning tool for curriculum differentiation. Teachers College Record, 106(1), 193-211.
  • Nolen, J. L. (2003). Multiple intelligences in the classroom. Education, 124(1), 115-119.
  • Özdemir, P., Güneysu, S., & Tekkaya C. (2006). Enhancing learning through multiple intelligences. Educational Research, 40(2), 74-78.
  • Poole, G. T. (2000). Application of the theory of multiple intelligences to second language learners in classroom situations. Speech at the National Association of African American Studies & National Association of Hispanic and Latino Studies: 2000 Literature Monograph Series 21-26 February 2000, Houston.
  • Rahimi, A., & Abedini, A. (2009). The Interface between EFL Learners' Self- Efficacy Concerning Listening Comprehension and Listening Proficiency. Novitas-ROYAL (Research on Youth and Language), 3(1), 14-28.
  • Razmjoo, S. A. (2008). On the relationship between multiple intelligences and language success. The Reading Matrix, 8(2), 155-174.
  • Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. New York: Cambridge University Press.
  • Shearer, C. B. (2004). Using a multiple intelligences assessment to promote teacher development and student achievement. Teachers College Record, 106(1), 147-162.
  • Shore, J. R. (2004). Teacher education and multiple intelligences: a case study of multiple intelligences and teacher efficacy in two teacher preparation courses. Teachers College Record, 106(1), 112-139.
  • Smith, E. (2001). Implications of multiple intelligences theory for second language learning. Post-Script, 2(1), 32-52.
  • Şad, N., & Arıbaş, S. (2008). The levels of teachers at primary schools to employ materials and activities based on multiple intelligences theory: Malatya sample. Inönü Üniversitesi Eğitim Fakültesi Dergisi, 9(15), 169-187.
  • Teele, S. (2000). Rainbows of intelligence: Exploring how students learn. USA: Corwin Press.
  • Yilmaz, G., & Fer, S. (2003). Çok yönlü zeka alanlarına göre düzenlenen öğretim etkinliklerine ilişkin öğrencilerin görüşleri ve başarıları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 25, 235-245.
There are 26 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Aysel Sarıcaoğlu This is me

Arda Arıkan

Publication Date January 14, 2013
Submission Date December 14, 2012
Published in Issue Year 2009 Volume: 5 Issue: 2

Cite

APA Sarıcaoğlu, A., & Arıkan, A. (2013). ZEKA TÜRLERİ, ÖĞRENCİLERİN YABANCI DİL BAŞARILARI VE SEÇİLMİŞ DEĞİŞKENLER ÜZERİNE BİR ÇALIŞMA. Eğitimde Kuram Ve Uygulama, 5(2), 110-122.