Ortaokul 8. Sınıf Türkçe Dersi Öğretmen Kılavuz Kitabındaki Etkinliklerin Çoklu Zekâ Kuramı ile Örtüşme Düzeyi
Makaleler > Tam Makale · 2014
Yazarlar: Latife Kırbaşoğlu Kılıç, Yasemin Baki, Bora Bayram
Ana Dili Eğitimi Dergisi, Uluslararası, 2014, cilt 2, ss 72-72
DOI: 10.16916/aded.82843
Özet
In structuring the Turkish Course Curriculum: As Constructivist Approach is taken to the center, it is also adopted to use the Theory of Multiple Intelligences, Brain-Based Learning, Mastery Learning, a student-centered education which is responsive to the individual differences, Yrd. Doç. Dr., Atatürk Üniversitesi, Kazım Karabekir Eğitim Fakültesi, Türkçe Eğitimi Bölümü, Erzurum. e-posta: latifekilic@atauni.edu.tr Öğr. Gör., Recep Tayyip Erdoğan Üniversitesi, Eğitim Fakültesi, Türkçe Eğitimi Bölümü, Rize. e-posta: ysmnbaki@gmail.com. Okt., Bayburt Üniversitesi, Mühendislik Fakültesi, Bayburt. e-posta: bayram@bayburt.edu.tr. contemporary teaching-learning approaches consisting of an eclectic education based on spiral, thematic, skills and other approaches. In the curriculum which is constructed within this context, the theory of multiple intelligences is one of the basic foundations of the Turkish Course, a skill course which leads students to an entire self-development and emphasizes the social aspect of the education. In this theory in which the student is in the center, a process-based education approach which is based on different intelligence types is adopted. The main implementers of the Turkish Course which is regenerated with these modern approaches are the teachers who are in the role of a guide in the teaching-learning process. In this context, the teaching guide book which has a pathfinder function in the activities that the teachers will be doing during the courses has a particular importance to integrate this modern approach and to make the teaching-learning process productive. In this study; the answer to the question of “What is the correspondence level of the activities in the secondary school 8th grade Turkish course book published by MEB with the theory of multiple intelligences is sought. In the study which is done with content analysis, one of the descriptive research, the data, gathered by categorizing the activities of the reading texts in the secondary school 8th grade Turkish course book -instructed in 2012-2013 school years and was published by MEB- in terms of the theory of multiple intelligences, is analyzed with percentage and frequency analysis. According to the result obtained through the study, it is determined that the activities in the 8th grade Turkish course book are mostly intended to develop verballinguistic and logical-mathematical intelligences, activities towards other intelligence areas are limited.