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Çoklu zeka teorisinin sanat tarihi eğitiminde uygulanması

Application of multiple ıntelligences theory in art history instruction

TOLGA ERKAN
Sema ÜSTER
Pages
273–297
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

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.

📌 3 Key Takeaways

🎯
Objective & Hypothesis: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.
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Key Findings & Data:This study discusses the critic’s view of the Multiple Intelligences theory within the field of art education in higher education.
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Conclusion & Impact: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.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

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.

Özet

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.

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Cite This Article

ERKAN, T., ÜSTER, S. (2012). Çoklu zeka teorisinin sanat tarihi eğitiminde uygulanması. Süleyman Demirel Üniversitesi Fen-Edebiyat Fakültesi Sosyal Bilimler Dergisi, Sayı: 25, 273–297. https://ajindex.com/articles/358062

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