Science and technology teachers views about considering students intelligence types in project and performance tasks
Yazarlar (2)
Dr. Öğr. Üyesi Gökhan KUMLU Hakkari Üniversitesi, Türkiye
Doç. Dr. Gülfem Dilek YURTTAŞ KUMLU Sinop Üniversitesi, Türkiye
| Bildiri Türü |
Tebliğ/Bildiri
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Bildiri Dili | İngilizce |
| Bildiri Alt Türü | |||
| Bildiri Niteliği | Web of Science Kapsamındaki Kongre/Sempozyum | ||
| DOI Numarası | 10.1016/j.sbspro.2012.06.893 | ||
| Kongre Adı | Cyprus International Conference On Educational Research-Güzelyurt/KUZEY KIBRIS TÜRK CUMHURİYETİ | ||
| Kongre Tarihi | 08-02-2012 / 10-02-2012 | ||
| Basıldığı Ülke | Kuzey Kıbrıs Türk Cumhuriyeti | Basıldığı Şehir | Güzelyurt |
| Bildiri Linki | http://www.sciencedirect.com/science/article/pii/S1877042812026298 | ||
| UAK Araştırma Alanları |
Eğitimde Ölçme ve Değerlendirme
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| Özet |
| The aim of this study was to describe science and technology teachers’ views about the consideration of multiple intelligence theory in project and performance tasks given at Grades 6-8. Data of this study was collected through focus group interviews with 12 science and technology teachers from three elementary schools in Ankara. Focus group interview protocol including 11 open-ended questions was used throughout the focus group interviews. The results indicated that science and technology teachers did not have sufficient information about multiple intelligence theory. Teachers who participated in this study did not take types of students’ intelligences into consideration. They thought that they would experience some problems if they give these assignments according to students’ intelligences, such as having not enough time, and students would not do their assignments by their own. |
| Anahtar Kelimeler |
| Multiple Intelligence Theory | Focus group | Project and performance tasks | Science and technology teachers |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Web of Science | 1 |
| Google Scholar | 2 |