Analyzing Reading Activities in Turkish Course in the Context of Multiple Intelligences Theory

Rabia Sena Eser; Yağmur İpek

Makale detayları

Analyzing Reading Activities in Turkish Course in the Context of Multiple Intelligences Theory

Yazarlar:

Rabia Sena Eser | Yağmur İpek

Yayıncı:

Dicle University

Ana Başlıklar:

Türkçe Eğitimi

Dergi:

Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi Issue 46, pp.100-121

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001338561

pISSN:

1305-0060

Anahtar kelimeler:

Özet:

 The aim of this study is to examine the alignment of the activities related to the reading texts in the 5th-grade Turkish textbook to the theory of multiple intelligences and to identify which intelligence areas are most and least represented. To achieve this aim, document analysis, a qualitative research method, was used. The 5th-grade Turkish textbook Koza Publishing was selected as the research material. The textbook examined contains 24 reading texts intelligence domain was used the most in the activities. After verbal intelligence, logical, social, visual, individual, kinesthetic, and naturalistic intelligence areas were used respectively. However, some of the activities included features of more than one intelligence domain. 210 of the activities address verbal, 111 logical, 50 social, 36 visual, 15 individual, 9 kinesthetic, and 4 naturalist types of intelligence. No musicalrhythmic intelligence. Musicalrhythmic intelligence was not included at all. From the conclusion that the activities in the textbook do not surpass the textbooks used in the past and the statements about the use of technology in the curriculum, it was suggested that tools such as artificial intelligence could be used in creating activities. In line with the suggestions presented, examples of activities in the field of musical and visual intelligence were developed.

 The aim of this study is to examine the alignment of the activities related to the reading texts in the 5th-grade Turkish textbook to the theory of multiple intelligences and to identify which intelligence areas are most and least represented. To achieve this aim, document analysis, a qualitative research method, was used. The 5th-grade Turkish textbook Koza Publishing was selected as the research material. The textbook examined contains 24 reading texts intelligence domain was used the most in the activities. After verbal intelligence, logical, social, visual, individual, kinesthetic, and naturalistic intelligence areas were used respectively. However, some of the activities included features of more than one intelligence domain. 210 of the activities address verbal, 111 logical, 50 social, 36 visual, 15 individual, 9 kinesthetic, and 4 naturalist types of intelligence. No musicalrhythmic intelligence. Musicalrhythmic intelligence was not included at all. From the conclusion that the activities in the textbook do not surpass the textbooks used in the past and the statements about the use of technology in the curriculum, it was suggested that tools such as artificial intelligence could be used in creating activities. In line with the suggestions presented, examples of activities in the field of musical and visual intelligence were developed.

 The aim of this study is to examine the alignment of the activities related to the reading texts in the 5th-grade Turkish textbook to the theory of multiple intelligences and to identify which intelligence areas are most and least represented. To achieve this aim, document analysis, a qualitative research method, was used. The 5th-grade Turkish textbook Koza Publishing was selected as the research material. The textbook examined contains 24 reading texts intelligence domain was used the most in the activities. After verbal intelligence, logical, social, visual, individual, kinesthetic, and naturalistic intelligence areas were used respectively. However, some of the activities included features of more than one intelligence domain. 210 of the activities address verbal, 111 logical, 50 social, 36 visual, 15 individual, 9 kinesthetic, and 4 naturalist types of intelligence. No musicalrhythmic intelligence. Musicalrhythmic intelligence was not included at all. From the conclusion that the activities in the textbook do not surpass the textbooks used in the past and the statements about the use of technology in the curriculum, it was suggested that tools such as artificial intelligence could be used in creating activities. In line with the suggestions presented, examples of activities in the field of musical and visual intelligence were developed.

 Bu çalışmanın amacı 5. sınıf Türkçe ders kitabında yer alan okuma metinlerine bağlı etkinliklerin çoklu zekâ kuramına uygunluğuna bakıp en fazla ve en az yer verilen zekâ alanlarını tespit etmektir. Bu amacı gerçekleştirmek için nitel araştırma yöntemlerinden doküman incelemesi kullanılmıştır. Araştırma materyali olarak 5. sınıf Türkçe ders kitabı Koza Yayıncılık seçilmiştir. İncelenen ders kitabında 24 okuma metni bulunmaktadır. Bu metinlere bağlı 218 etkinliğin incelenmesi sonucunda, en çok sözel zekâ alanının kullanıldığı belirlenmiştir. Sözel zekâdan sonra ise mantıksal, sosyal, görsel, bireysel, kinestetik ve doğacı zekâ alanları bu sırayı takip etmektedir. Bununla birlikte bazı etkinlikler birden fazla zekâ alanına ait özelliği içerisinde barındırmaktadır. Etkinliklerin 210 tanesi sözel, 111i mantıksal, 50si sosyal, 36sı görsel, 15i bireysel, 9u kinestetik ve 4ü doğacı zekâ türüne hitap etmektedir. Müzikalritmik zekâ alanına ise hiç yer verilmemiştir. Ders kitabındaki etkinliklerin geçmişte kullanılan ders kitaplarının önüne geçmediği sonucundan ve öğretim programında yer alan teknoloji kullanımı ile ilgili ifadelerden hareketle etkinliklerin oluşturulmasında yapay zekâ gibi araçlardan yararlanılabileceği önerilmiştir. Sunulan öneriler doğrultusunda müzikal ve görsel zekâ alanına ait etkinlik örnekleri geliştirilmiştir.

Makale detayları

Analyzing Reading Activities in Turkish Course in the Context of Multiple Intelligences Theory

Yazarlar:

Rabia Sena Eser | Yağmur İpek

Yayıncı:

Dicle University

Ana Başlıklar:

Türkçe Eğitimi

Dergi:

Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi Issue 46, pp.100-121

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001338561

pISSN:

1305-0060

Multiple Intelligences Theory

Turkish lesson

reading texts

activityÇoklu Zekâ Kuramı

Türkçe dersi

okuma metinleri

etkinlik

Sayı

Makale detayları

Yazarlar: Rabia Sena Eser | Yağmur İpek

Yayıncı: Dicle University

Ana Başlıklar: Türkçe Eğitimi

Dergi: Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi Issue 46, pp.100-121

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001338561

pISSN: 1305-0060

Sayı

Yazarlar:

Rabia Sena Eser | Yağmur İpek

Yayıncı:

Dicle University

Ana Başlıklar:

Türkçe Eğitimi

Dergi:

Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi Issue 46, pp.100-121

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001338561

pISSN:

1305-0060