Science and Technology Teachers’ Views about Considering Students’ Intelligence Types in Project and Performance Tasks

Kumlu, G.; Yurttaş, Gülfem Dilek

doi:10.1016/j.sbspro.2012.06.893

Cited by 2 publications

(4 citation statements)

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“…Regarding the participating teachers' familiarity with the MI theory, the findings of Kumlu and Yurttas (2012) are in line with those of the present study. The participants of this research who were science and technology teachers did not have enough information about the MI theory and they did not try to apply it in their classrooms.…”

Section: Discussionsupporting

confidence: 90%

“…Some teachers hold a positive view about the theory and consider it as helpful (Hanafin, 2014;Gunst, 2004;Savas, 2012). There have also been some studies in which teachers did not assess the theory as useful and practical (Kumlu & Yurttas, 2012). This is due to a bunch of reasons including the shortage of time.…”

Section: Multiple Intelligences and Teachers' Awareness Of The Theorymentioning

confidence: 99%

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EFL teachers’ practice of multiple intelligences and the role of their teaching experience

Dolati¹,

Tahriri²,

Tous³

2016

IJRSP

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The present study investigated EFL teachers' familiarity with Multiple Intelligences (MI) theory and any possible difference between teachers with different years of teaching experience in terms of the activities implemented in their classes. To this end, 30 male and female EFL teachers took part in the study. The participants' language classes were observed for three successive sessions and their class activities were jotted down through an observation schedule. Semi-structured interviews were also conducted to gather information about the teachers' familiarity with multiple intelligences. Based on the results of Kruskal Wallis test, a significant difference was found simply among teachers with different years of teaching experience in terms of their implementation of logical/mathematical activities (p ≤ .05). No statistically significant difference was found for other types of activities. Furthermore, the majority of the participants of the study (73.3%) stated that they had no knowledge of the MI theory. In addition, the Chi-square test showed that the instructors were statistically different from each other in terms of their familiarity with Gardner's MI theory. This study can be considered as another step toward understanding what is necessary to put the MI theory into effect.

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Section: Discussionsupporting

confidence: 90%

Section: Multiple Intelligences and Teachers' Awareness Of The Theorymentioning

confidence: 99%

EFL teachers’ practice of multiple intelligences and the role of their teaching experience

Dolati¹,

Tahriri²,

Tous³

2016

IJRSP

View full text Add to dashboard Cite

show abstract

“…Considering teachers' perceptions about the MI theory, the findings of the present study are in line with those of Kumlu and Yurttas (2012) who investigated science and technology teachers' perceptions about the MI theory and its use in project and performance tasks. The teachers who participated in this study did not have adequate information about the MI theory and did not make an attempt to implement it in their classes.…”

Section: Discussionsupporting

confidence: 86%

“…In a similar study, Kumlu and Yurttas (2012) investigated science and technology teachers' perceptions about the MI theory and considering it in project and performance tasks. Unlike the results from other studies, the teachers in this study did not have enough information about the theory and they did not consider it in their instruction.…”

Section: Studies On Teachers' MImentioning

confidence: 99%

EFL Teachers’ Multiple Intelligences and Their Classroom Practice

Dolati

Tahriri

2017

Sage Open

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This study sought to investigate whether there are differences among EFL instructors of various intelligence types in terms of the types of activities that they implement in their classes. It also sought to investigate teachers' perceptions about the theory of multiple intelligences. To this end, 30 male and female EFL instructors teaching the same textbook with the same method of teaching participated in the present study. To gather the data, three successive sessions of each class were observed and the class activities were recorded through an observation schedule. Semistructured interviews were also carried out to explore the teachers' perceptions of multiple intelligences. And finally, teachers' dominant type of intelligence was determined by Multiple Intelligences Checklist. The results of one-way ANOVA and post hoc test revealed that only teachers of logical-mathematical type were influenced by their dominant intelligence type and other intelligence types did not exert a significant influence on the types of activities being implemented in the classes. The results of this study can be a fillip at least for teachers with logical-mathematical intelligence to be careful about their dominant intelligence type, not allowing it to affect their teaching and to compel them to use activities in line with their dominant intelligence.

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Science and Technology Teachers’ Views about Considering Students’ Intelligence Types in Project and Performance Tasks

Cited by 2 publications

References 0 publications

EFL teachers’ practice of multiple intelligences and the role of their teaching experience

EFL teachers’ practice of multiple intelligences and the role of their teaching experience

EFL Teachers’ Multiple Intelligences and Their Classroom Practice

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