Abstract:

Intelligence encompasses numerous abilities that are unique to human beings. French psychologist Alfred Binet developed the first intelligence test (IQ) in the early 20th century with the aim of distinguishing disabled children and placing them in appropriate classes. Howard Gardner, on the other hand, proved with his theory of multiple intelligences that every individual possesses multiple types of intelligence. According to the theory of multiple intelligences, teachers should create differences in teaching methods for students who have different predominant types of intelligence. The aim of this research is to determine the awareness of visual arts teachers towards multiple intelligence theory and their practices for individuals with different types of intelligence. To achieve this objective, a case study, which is a qualitative research method, was employed in the study. Semi-structured interviews were conducted with six visual arts teachers working in different districts within the province of Bursa, selected through maximum diversity strategy. The data obtained from the interviews were analyzed and interpreted using descriptive analysis method, and the notes and audio recordings taken during the interviews were transcribed into text. Then, codes were determined for each research question in collaboration with an expert researcher, and meaningful codes were grouped into categories. In the final stage, themes that answered the research questions were identified within the framework of the determined codes and categories. As a result, it was found through the analysis of data that teachers do not have sufficient knowledge about multiple intelligence theory, that there are few different applications due to insufficient opportunities especially in state schools, and that students' interest increases when different applications are made. Based on these results, it can be suggested that visual arts teachers should increase their awareness and applications of the theory of multiple intelligences.

Keywords: