INVESTIGATING THE ASSOCIATION BETWEEN TURKISH FRESHMAN’S MULTIPLE INTELLIGENCE PROFILES AND UNIVERSITY ENTRANCE EXAM PERFORMANCE

Sait Atas, Yavuz Erisen

Abstract


Even though curriculum designers in Turkey considered Gardner’s multiple intelligence theory as one of the most important theories during the curricula reform in 2005, the university entrance examination system is still on the basis of the two intelligence areas only, mathematical-logical and linguistics intelligence. The aim of this study was to investigate the relation between students’ multiple intelligence profiles, gender, and the university entrance exam performance. Results of the study indicated that linguistic and logical-mathematical intelligences were the most dominant intelligence areas of the participants. Also, there was a statistically significant difference in participants’ dominant intelligence areas with respect to gender and the university entrance exam scores.  Findings from this study suggest reconsiderations in using only one examination to guide students with different abilities and skills through career options and provide insights into considering alternative ways of university entrance exams that may move beyond only measuring linguistic and mathematical intelligences. 

 

Article visualizations:

Hit counter


Keywords


multiple intelligence; guidance; career choice; university entrance exam; curricula reform

Full Text:

PDF Academia.edu E R I C

References


Arslan, M., Kılıç, Ç. (2000) Bazı Avrupa ülkelerinde ve Türkiye’ de zorunlu egitime yönlendirme çalısmalarının degerlendirilmesi. Milli Egitim Dergisi, 148.

Akkök, F. (2003). Türkiye’ de kariyer danısmanlıgına duyulan ihtiyaç. retrived from

http://gcdf.bahcesehir.edu.tr/doc/turkiye.pdf on 17.11.2012.

Aydın, S. (2008). Orta ve yüksekögretim kurumlarına Ögrenci seçme sistemi: Bir Öneri. Üniversite ve Toplum Dergisi, 2.

Azar, A. (2006). Lisede seçilen alan ve ÖSS alan puanları ile çoklu zekâ profilleri arasındaki ilişki. Kuram ve Uygulamada Egitim Yönetimi Dergisi, 12(2), 157-174.

Barrington, E. (2004). Teaching to student diversity in higher education: How multiple intelligence theory can help. Teaching in Higher Education, 9(4), 421-434.

Berberoğlu, G., & Kalender, İ. (2005). Öğrenci Başarisinin Yillara, Okul Türlerine, Bölgelere Göre Incelenmesi: Öss Ve Pisa Analizi. Journal of Educational Sciences & Practices, 4(7).

Büyüköztürk, Sener (2004). Sosyal Bilimler için Veri Analizi El Kitabı, PegemA

Yayıncılık, 4. Baskı, Ankara.

Caner, A., Guven, C., Okten, C., & Sakalli, S. O. (2015). Gender Roles and the Education Gender Gap in Turkey. Social Indicators Research, 1-24.

Çeliköz, N., Saltali, N. D., Sen, Y. E., Cetin, S., Uslu, M., Kapicioğlu, O., & Seçer, Z. (2008). The study of preparing a valid and reliable assessment scale to determine II. stage primary education students’ and adults’ multiple intelligences. International Conference on Further Education in the Balcan Countries Konya-Turkey (p. 1).

Çeliköz, N. (2009). ‘Kızlar Sözel Erkekler Sayısal Zekalı’, retrieved from

http://www.haberciniz.biz/kizlar-sozel-erkekler-sayisal-zekali-721961h.htm

on November 11th, 2009.

Erisen, Y. (2001) Ögretmen Yetistirme Programlarına _liskin Kalite Standartlarının

Belirlenmesi ve Fakültelerin Standartlara Uygunlugunun Belirlenmesi. A.Ü.S.B.E

(Yayımlanmamıs Doktora Tezi), Ankara.

Furnham, A., & Budhani, S. (2002). Sex differences in the estimated intelligence of school children. European Journal of Personality, 16, 201-220.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York, Basic Books.

Gardner, H. (1993). Multiple intelligences, the theory in practice. USA.,Harper Collins.

Hamurcu, H., Günay, Y. & Özyılmaz, G. (2011). Buca Egitim Fakültesi Fen Bilgisi Ve Sınıf Ögretmenligi Bölümü Ögrencilerinin Çoklu Zeka Kuramına Dayalı Profilleri,

V. Ulusal Fen Bilimleri ve Matematik Egitimi Kongresi, ODTÜ, Ankara.

Khirzan, A. K. B. O. M., Rahman, B., Malik, A. M. A., & Wahab, S. (2012). The influence of multiple intelligence on career orientation: the validation of hamba multiple intelligence scale. Bilgi Ekonomisi ve Yönetimi Dergisi, 7(2).

Karasar, N. (1999); Bilimsel arastırma yöntemi. Ankara: Senem Matbaacılık.

McClellan, J. A., & Conti, G. J. (2008). Identifying the multiple intelligences of your students. Journal of Adult Education, 37(1), 13.

Neisser, U., Boodoo, G., Bouchard, T. J., Jr., Boykin, A. W., Brody, N., Ceci, S. J., Halpern, D. F., Loehlin, J. C., Perloff, R., Sternberg, R. J., & Urbina, S. (1996). Intelligence: Knowns and unknowns. American Psychologist, 51, 77-101.

ÖSYM. (2009). 2009 ÖSYS Basvuru Kılavuzu. Ankara: ÖSYM

ÖSYM. (2010). 2010 ÖSYS Basvuru Kılavuzu. Ankara: ÖSYM

Pehlivan, M. (2008). Ögrencilerin Öss’de Yerlestirildikleri Puan Türleri ve Sınava

Girdikleri Alanlar ile Çoklu Zeka Profilleri Arasındaki _liski. Yüksek Lisans Tezi.

Zonguldak Karaelmas Üniversitesi, Sosyal Bilimler Enstitüsü, Zonguldak.

Shearer, B. (2004). Multiple intelligences theory after 20 Years. Teachers College Record, 106(1), 2-16.

Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria, VA: ASCD.

UNESCO. (2010). Education for all (EFA) global monitoring report: Reaching the marginalized. Paris: Oxford University Press.

Yalmancı, S., G., A. (2011). Çoklu zeka türleri ile öğretmen adaylarının öğrenim gördükleri bölümler arasındaki ilişki. Uluslararası İnsan Bilimleri Dergisi [Bağlantıda]. 8:1. Erişim: http://www.insanbilimleri.com




DOI: http://dx.doi.org/10.46827/ejes.v0i0.299

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Sait Atas, Yavuz Erisen

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2022. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).