Abstract:

Purpose: The present study was designed to examine multiple intelligence applications in the fourth and sixth-grade social studies learning environments. The research was conducted through case study design, one of the qualitative research patterns. In addition, a face-to-face interview was carried out with eight classroom teachers in fourth grade and social studies teachers in sixth grade at a public and private school in the European side of İstanbul. Design/ Methodology/ Approach: The data were collected by document analysis and interview techniques and analyzed with content analysis technique. Findings: According to the results of document analysis, the activities included in social studies textbooks were respectively logical, verbal, and visual activities in terms of intensity. The teachers mostly stated that ‘it gives students the chance of expressing themselves’ concerning the message proposed by the theory and emphasized that ‘it makes students familiar with different methods and techniques’, ‘it ensures student-centered learning’ and ‘it includes students in the lessons more.’ The teachers who regarded social studies textbooks as inadequate in terms of multiple intelligence practices mostly stated that ‘they have to use the supportive book’ and ‘the books consist of simple activities inappropriate for students’ age’. The majority of teachers who expressed concerns on the requirements for more successful multiple intelligence applications suggested that ‘education programs and seminars concerning the theoretical and practical parts of the theory must be arranged’ and ‘activities with the involvement of students must be organized and learning through experience must be promoted.’ Highlights: In the light of the findings of the study, it is recommended that textbooks must be reviewed in terms of the Theory of Multiple Intelligence, teachers must be encouraged to participate in applied trainings, and the parents must be included in these applied trainings, thereby ensuring continuous and permanent learning. 

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