Çoklu Zekâ Kurami İle Öğreti̇mi̇n 7.SINIF Öğrenci̇leri̇ni̇n Matemati̇k Başarilarina Ve Kalicilik Düzeyleri̇ne Etki̇si̇ (original) (raw)
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Çoklu Zekâ Kurami’Na Dayali Öğreti̇mi̇n Eri̇şi̇, Tutum Ve Kaliciliğa Etki̇si̇
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The purpose of the present study is to investigate the effects of multiple-intelligence theory on students' achievement, attitude and retention. The study employed quasi-experimental design. The study was carried out with fifth grade students from Atatürk Primary School in Köyceğiz, Muğla in 2004-2005 school year. The participants were divided into two groups as control and experimental groups. Traditional way of teaching was employed in the control group and multiple-intelligence-based teaching was used in the experimental group. The data obtained were analyzed through dependent and independent-samples t-test. The findings revealed that there are significant differences between the achievement, attitude, and retention of the experimental group and control group favoring the experimental group students exposed to multiple-intelligence based teaching.
2011
Matematik, diger soyut bilimler gibi, siklikla ogretmen merkezli ve etkin olmayan ogrenci etkinliklerine dayanan geleneksel ogretim yontemiyle ogretilmektedir. Bu makale matematik ogretiminde proje tabanli ogrenme ve coklu zekâ yaklasimi gibi ogrencilerin derse aktif katilimlarini gerektiren alternatif ogretim yaklasimlarinin kullanilmasini vurgulamayi hedeflemektedir. Bu arastirmanin amaci, matematik dersinde uygulanan proje tabanli ogrenmede coklu zekâ yaklasiminin ogrencilerin matematik dersi basarilarina ve matematik dersine karsi tutumlarina etkilerini belirlemek ve karsilastirmaktir. Yontem: Arastirma, on test–son test kontrol gruplu modelde duzenlenmis deneysel bir calismadir. Deneysel uygulama, 2006–2007 egitim ve ogretim yili ikinci doneminde Istanbul ilinde gerceklestirilmistir. Calismaya iki deney ve bir kontrol grubu olmak uzere toplam 144 adet 6. sinif ogrencisi katilmistir. Arastirmada veri toplama araci olarak, matematik basari testi ve coklu zekâ alanlari belirleme e...
Adiyaman University Journal of Social Sciences, 2013
The aim of this study is to evaluate qualitatively the themes emerging from the application of activities designed according to The Theory of Multiple Intelligences. The activities were selected from the learning domains of 7 th grade mathematics curriculum. This case study was conducted with two mathematics teachers from different schools and their 54 students and it lasted for a total of 51 hours. Interview and observation methods were used in order to collect data as well as student journals. After a content analysis of the interviews, codes and themes were derived with regard to the purpose of the study. Observations and student journals were presented by directly quoting the parts related with the themes derived from the interviews. As a result of this study, the activities carried out in environments designed according to The Theory of Multiple Intelligences were found to be effective in the context of the theme of "facilitating understanding and providing permanent learning". Since this kind of practices have the role of catalyzing in the displacement process of learning environments based on alternative learning theories by traditional learning environments, the frequent implementation of similar practices in different subject fields and at different levels should be implemented for the widespread use of student centered approaches.
Coğrafya Dersi̇nde Çoklu Zekâ Destekli̇ Öğreti̇mi̇n Öğrenci̇ Başarisi Ve Kaliciliğa Etki̇si̇
DERGİSİ
In this study, it is aimed to determine the effects of the Multiple Intelligence Theory on the retention and achievement of the students. This study is a research as an experimental model. For testing the effects of Geography Education supported by Multiple Intelligence Theory and Traditional Geography Education on retention and achievement of students , controlled pretest and post-test is used. "Achievement Test is developed to examine the level of student achievement after and before the application. In order to analyze the data, arithmetic mean, standard deviation, t test, KR 20, variance analysis, basic item analysis were used. As a result of the research, it is observed that Multiple Intelligence Theory is effective on students' achievement, but tradination method is effective on students' permanence of achievement; while teaching "Atmosphere and Climate" in Geography 1 Lesson.
2014
The purpose of this study is to analyze the effects of multiplying with natural numbers in mathematic courses and teaching sub-acquisition based on this matter through music/songs on the academic achievement, attitudes and the retention of the learned things and opinions of the students at the third grade of primary schools. In accordance with this purpose, the study was performed of 52 students at the third classes of the Dr. Teoman Bilge Primary School in Konya province in the academic year of 2012-2013. In the study, controlled the pretestposttest experimental research model was used. The Mathematic Achievement Test and Attitude Scale, developed by the researchers, were applied to all the third grade students and experimental and control groups were formed; two groups with equal knowledge levels and attitudes were chosen by lot among those groups. In the study, the chapter of "multiplying with natural numbers" and sub-acquisition of this chapter were processed in experimental group in accompany with especially composed for this topic; and in the control group, traditional methods were used for the same unit within the context of the program. The application was carried out in 16 sessions within 8 weeks. The data of the study was collected through 'the achievement test for the mathematic course and attitude scale towards mathematic course'. 'The achievement test for mathematic course' was repeated as 'the retention test' four weeks after the first application. Moreover, the 'reflective diaries' which the students in the experimental group wrote at the end of every lesson teaching were used as another data collecting tool in order to determine the effect of teaching through music on the opinions of the students at qualitative levels. SPSS 18 package program was used in the analysis of data and t test results were evaluated. In the analysis of qualitative data obtained from reflective diaries, content analysis technique was used.
Öğrenme Sti̇lleri̇ni̇n İlköğreti̇m 7. Sinif Öğrenci̇leri̇ni̇n Matemati̇k Başarisi Üzeri̇ne Etki̇si̇
2012
Matematik dersindeki basarinin pek cok faktorden etkilendigi goz ardi edilmemekle birlikte, ogrencilerin ogrenme stillerine yonelik islenen derslerin basariyi artirdigi gorulmektedir. Bu baglamda, ogrencilerin ogrenme stili tercihlerinin belirlenmesi, ogrenme stilleri ile ogrencilerin matematik basarilari arasindaki iliskinin tespiti onemli bir arastirma konusunu teskil etmektedir. Bu dusunceden hareketle, bu arastirmada 7.sinif ilkogretim ogrencilerinin ogrenme stilleri ile matematik basarilari arasindaki iliskinin belirlenmesi amaclanmistir. Arastirma grubundaki ogrencilerin; ogrenme stilleri ile matematik dersi basari notlarini cinsiyet acisindan inceleyen ve ogrenme stilleri ile matematik basarilari arasinda iliskiyi tespit etmek uzere gerceklestirilen bu arastirma, tarama modelindedir. Istanbul ilinde 7. Sinifta ogrenim gormekte olan 235 ogrenci ile gerceklestirilmistir. Arastirma verileri Gokdag (2004) tarafindan gelistirilen “Ogrenme Stilleri Olcegi” ile toplanmistir. Ayrica ...
2005
THE EFFECTS OF THE MULTIPLE INTELLIGENCES BASED LEARNING ENVIRONMENT ON 6TH GRADERS’ MATHEMATICS ACHIEVEMENT The theory of multiple intelligences proposes a major transformation in the way our schools are run. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more. (Armstrong,2000) In this research, it is aimed to instruct “Angles and Triangles” unit to 6th graders in a learning environment that organized according to the “Multiple Intelligences Theory” and to see the effects of the study on 6th graders’ mathematics achievement. In the study, the experimental group consists of 30 and control group consists of 36 sixth grade students who were attending to Pendik Milli Eğitim Vakfı İlköğretim Okulu during 2003-2004 academic year. For collecting data; Mathematics Pre-Test, Post-Test and Recall-Test which are prepared by the researcher, “Mathematics Manner Scale” and “Multiple Intelligences Student Observation Form” had been used. The data of the study had been analysed by using SPSS 11.00 and according to findings: • The learning environment that is organized according to the “Multiple Intelligences Theory” effects the students’ attitude and motivation against the Maths Lesson in their favour. • The learning environment that organized according to the “Multiple Intelligences Theory” is more effective on students maths achievement than the traditional teaching method.
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 2019
Bu çalışmanın temel amacı, ortaokul 7. sınıf matematik dersinde kuantum öğrenme modelinin öğrencilerin biliş ötesi öğrenme stratejilerine ve problem çözme becerilerine etkisini belirlemektir. Araştırma, Siirt ili merkeze bağlı bir devlet okulunun A ve B sınıflarında okuyan toplam 48 7. sınıf öğrencisiyle gerçekleştirilmiştir. Araştırmada, nicel ve nitel araştırma desenlerinin birlikte ele alındığı karma yöntem kullanılmıştır. Araştırmanın veri toplama aracı, araştırmacılar tarafından geliştirilen problem çözme becerisi testi, yarı yapılandırılmış görüşme formu ve Gürcan (2004) tarafından geliştirilen "Biliş Ötesi Öğrenme Stratejileri Ölçeği"dir. Verilerin analizinde Mann Whitney U-Testi ve Wilcoxon İşaretli Sıralar Testi, betimsel ve içerik analizi yöntemi kullanılmıştır. Araştırma sonunda kuantum öğrenme modelinin uygulandığı deney grubundaki öğrencilerin biliş ötesi öğrenme stratejileri ve problem çözme becerilerinin kontrol grubundaki öğrencilere göre anlamlı düzeyde daha yüksek olduğu görülmüştür.