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Bu araştırmanın amacı Sivas il merkezindeki ortaokul 8.sınıf öğrencilerinin çoklu zekâ alanlarına ilişkin algılarını ve İlköğretim Matematik Dersi Öğretim Programı (İMDÖP)’nda yer alan alana özgü problem çözme becerilerini belirlemek, çoklu zekâ alanlarına ilişkin algılarını ve İMDÖP’te yer alan alana özgü problem çözme becerilerini cinsiyet değişkeni açısından incelemek ayrıca bu algı ve beceri arasındaki ilişkiyi tespit etmektir. Araştırmanın örneklemi, basit seçkisiz örnekleme yöntemi ile seçilmiş olan 656 ortaokul 8. sınıf öğrencisinden oluşmaktadır. Araştırmada nicel araştırma yöntemlerinden ilişkisel tarama modeli kullanılmıştır. Araştırmada veriler Oral (2001) tarafından Türkçe’ye uyarlama çalışması yapılan “Çoklu Zekâ Envanteri” ve araştırmacı tarafından geliştirilen “Problem Çözme Beceri Testi” ile toplanmıştır. Verilerin analizinde SPSS 18, Jmetrik 4.0 ve Lisrel 8.8 paket programları kullanılmıştır. Araştırma sonucunda, ortaokul 8. sınıf öğrencilerinin algılarına göre en yüksek olduğunu düşündükleri zekâ alanı mantıksal-matematiksel zekâ alanıdır. Bu zekâ alanını kişilerarası ve görsel-uzamsal zekâ alanı izlemektedir. En düşük olduğunu düşündükleri zekâ alanı müziksel-ritmik zekâ olarak bulunmuştur. Öğrencilerin İMDÖP’te yer alan alana özgü problem çözme becerileri ve çoklu zekâ alanlarına ilişkin algıları cinsiyete göre farklılık göstermektedir. Öğrencilerin İMDÖP’te yer alan alana özgü problem çözme becerileri ile sözel-dilsel, mantıksal-matematiksel ve görsel-uzamsal zekâ alanlarına ilişkin algıları arasında pozitif yönlü ve orta düzeyde müziksel-ritmik zekâ alanına ilişkin algıları arasında negatif yönlü ve orta düzeyde ilişki bulunmuştur. Çoklu zekâ alanları birlikte, İMDÖP’te yer alan alana özgü problem çözme becerisindeki toplam varyansın %44’ünü açıklamaktadır. Problem çözme becerisi için mantıksal-matematiksel zekâ orta düzeyde ve pozitif anlamlı yordayıcı, müziksel-ritmik zekâ düşük düzeyde ve negatif anlamlı yordayıcı olarak bulunmuştur.
The purpose of this research is to identify the perceptions of high school 8th grade students in the center of the province of Sivas about the multi-intelligence fields and the skills of problem-solving specific to the field included in the Primary Mathematical Course Teaching Program (IMDÖP), to study their perceptions of multi-intelligence fields and the skills of problem-solving specific to the field included in the IMDÖP in terms of gender variable; also to identify the relationship between this perception and skill. The sample of the study consists of 656 high school 8th-class students who were selected using a simple, unselective sample method. Relative scanning models from quantum research methods have been used in the research. In the study, the data were collected with the "Multiple Intelligence Inventory" and the "Problem Solving Skills Test" developed by the researcher, which was performed by Oral (2001). The data analysis used SPSS 18, Jmetrik 4.0 and Lisrel 8.8 packages. According to the research, the field of intelligence they think is superior to the perceptions of high school 8th grade students is the field of logical-matematical intelligence. This field of intelligence follows the interpersonal and visual-universal field of intelligence. The lowest level of intelligence they thought was found as musical-ritmic intelligence. Students’ problem-solving skills and perceptions of multiple fields of intelligence differ by gender. There has been a negative and middle-level relationship between the students’ problem-solving skills specific to the field in the IMDÖP and their perceptions of the verbal-language, logical-matematical and visual-universal fields of intelligence; the perceptions of the music-ritmic field of intelligence. Multiple fields of intelligence together describe 44% of the total variation in the problem-solving ability that is specific to the field in the IMDÖP. For problem-solving skills; logical-matematical intelligence has been found to be medium and positive-sensitive, musical-rhythmic intelligence to be low and negative-sensitive.
This study aims to identify the perceptions of 8th-grade students related to the multiple intelligence fields and field-specific problem solving skills included in the Elementary Math Curriculum (EMC), to examine the variation in perceptions of multiple intelligence and field-specific problem solving skills included in the EMC brought by gender, and to establish the relationship between these perceptions and skills in the 8th graders in central Sivas. The sample of the study comprised 656 8th graders selected using a simple random sampling method. The study adopts a correlational survey design, which is a quantitative research method, and data for the study was collected using “Multiple Intelligences Inventory”, adapted for Turkish by Oral (2001), the “Problem Solving Skills Test” developed by the researchers. The collected data was analyzed using the SPSS 18, Jmetrik 4.0 and Lisrel 8.8 software packages. The 8th grade students were found to have the highest level of perceived intelligence in the logical-mathematical field, followed by interpersonal and visual-spatial fields. The lowest level of perceived intelligence among the students was found to be in the musical-rhythmic field. The students’ perceptions of multiple intelligence fields and field-specific problem solving skills included in the EMC varied between genders. The field-specific problem solving skills included in the EMC were found to have positive and moderate relationships with the verbal-linguistic, logical-mathematical and visual-spatial intelligence fields and a negative and moderate relationship with the musical-rhythmic field. Together, the multiple intelligence fields explain 44 percent of the total variance in the field-specific problem solving skills included in the EMC. Logical-mathematical intelligence was found to be a moderate and positive significant predictor for problem solving skills, while musical-rhythmic intelligence was found to be a weak and negative significant predictor.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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