Application of multiple ıntelligences theory in art history instruction

ERKAN, TOLGA; ÜSTER, Sema

Application of multiple ıntelligences theory in art history instruction

Tolga ERKAN, (TOBB Ekonomi ve Teknoloji Üniversitesi, Güzel Sanatlar Bölümü Ankara, Türkiye)

Sema ÜSTER (Orta Doğu Teknik Üniversitesi, Yabancı Diller Yüksek Okulu, Temel İngilizce Bölümü, Ankara, Türkiye)

Süleyman Demirel Üniversitesi Fen-Edebiyat Fakültesi Sosyal Bilimler Dergisi

3 1

Yıl: 2012 Cilt: 0 Sayı: 25 Sayfa Aralığı: 273 - 297 Metin Dili: Türkçe İndeks Tarihi: 29-07-2022

Application of multiple ıntelligences theory in art history instruction

Öz:

Howard Gardner’in çoklu zeka teorisi ve teorinin sınıfta uygulamaları, son yıllarda eğitimciler ve araştırmacılar tarafından yaygın olarak kabul görmekte ve kullanılmaktadır. Bu çalışma, çoklu zeka teorisinin yüksek eğitimde, sanat eğitiminde uygulanması üzerinedir. Çalışma, Sanat Tarihi dersinde, çoklu zeka teorisinin uygulandığı sınıflar ile teorinin uygulanmadığı geleneksel metotla ders yapılan sınıfların basari oranları arasında belirgin bir fark olup olmadığını araştırmaktadır. Araştırma, deney ve kontrol grubu olmak üzere, rastgele seçilen iki grupla uygulanmıştır. Deney grubunda, dersler çoklu zeka teorisine göre uygulanmış, kontrol grubunda ise dersler geleneksel yöntemle yapılmıştır. Çalışma sonrasında uygulanan ttest analizi, deney grubunun, bilgi düzeyinin artması, ders notları, sanat anlayışı, yorumu, hatırlama ve estetik değer anlayışı kazanma gibi alanlarda kontrol grubuna göre, belirgin olarak daha fazla başari gösterdiğini kanıtlamıştır.

Anahtar Kelime:

Çoklu zeka teorisinin sanat tarihi eğitiminde uygulanması

Öz:

Howard Gardner’s Multiple Intelligences theory and its classroom implementations have been widely accepted and applied in the field of education for the past two decades by most educators and researchers. This study discusses the critic’s view of the Multiple Intelligences theory within the field of art education in higher education. This research examines whether there is a significant difference between multiple intelligence instruction and traditionally designed Art History instruction. There are two groups in the experiment, namely experiment group and control group, which are randomly selected. The experimental group has been instructed through Multiple Intelligence strategies while the control group has employed traditional methods. After the study, independent t-test analysis indicated that the experimental group produced significantly greater achievement in increasing the levels at knowledge, grade, a sense of art, interpretation, remembrance and aesthetic value.

Anahtar Kelime:

Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık

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APA	ERKAN T, ÜSTER S (2012). Application of multiple ıntelligences theory in art history instruction. , 273 - 297.
Chicago	ERKAN TOLGA,ÜSTER Sema Application of multiple ıntelligences theory in art history instruction. (2012): 273 - 297.
MLA	ERKAN TOLGA,ÜSTER Sema Application of multiple ıntelligences theory in art history instruction. , 2012, ss.273 - 297.
AMA	ERKAN T,ÜSTER S Application of multiple ıntelligences theory in art history instruction. . 2012; 273 - 297.
Vancouver	ERKAN T,ÜSTER S Application of multiple ıntelligences theory in art history instruction. . 2012; 273 - 297.
IEEE	ERKAN T,ÜSTER S "Application of multiple ıntelligences theory in art history instruction." , ss.273 - 297, 2012.
ISNAD	ERKAN, TOLGA - ÜSTER, Sema. "Application of multiple ıntelligences theory in art history instruction". (2012), 273-297.

APA	ERKAN T, ÜSTER S (2012). Application of multiple ıntelligences theory in art history instruction. Süleyman Demirel Üniversitesi Fen-Edebiyat Fakültesi Sosyal Bilimler Dergisi, 0(25), 273 - 297.
Chicago	ERKAN TOLGA,ÜSTER Sema Application of multiple ıntelligences theory in art history instruction. Süleyman Demirel Üniversitesi Fen-Edebiyat Fakültesi Sosyal Bilimler Dergisi 0, no.25 (2012): 273 - 297.
MLA	ERKAN TOLGA,ÜSTER Sema Application of multiple ıntelligences theory in art history instruction. Süleyman Demirel Üniversitesi Fen-Edebiyat Fakültesi Sosyal Bilimler Dergisi, vol.0, no.25, 2012, ss.273 - 297.
AMA	ERKAN T,ÜSTER S Application of multiple ıntelligences theory in art history instruction. Süleyman Demirel Üniversitesi Fen-Edebiyat Fakültesi Sosyal Bilimler Dergisi. 2012; 0(25): 273 - 297.
Vancouver	ERKAN T,ÜSTER S Application of multiple ıntelligences theory in art history instruction. Süleyman Demirel Üniversitesi Fen-Edebiyat Fakültesi Sosyal Bilimler Dergisi. 2012; 0(25): 273 - 297.
IEEE	ERKAN T,ÜSTER S "Application of multiple ıntelligences theory in art history instruction." Süleyman Demirel Üniversitesi Fen-Edebiyat Fakültesi Sosyal Bilimler Dergisi, 0, ss.273 - 297, 2012.
ISNAD	ERKAN, TOLGA - ÜSTER, Sema. "Application of multiple ıntelligences theory in art history instruction". Süleyman Demirel Üniversitesi Fen-Edebiyat Fakültesi Sosyal Bilimler Dergisi 25 (2012), 273-297.