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Abstract


The Evaluation of Turkish Textbook’s Activities in Terms of Multiple Intelligence Theory Based Education
Multiple intelligence theory is an educational theory that emphasizes individual differences and has recently begun to take place in curricula. This study has been conducted to determine how much and which intelligence is used in case of placing activities based on multiple intelligence theories in the textbook. In the study, the workbook of the 8th grade Turkish lesson which was distributed to the schools free of charge by the Ministry of Education was examined. In the collection of the data, document scanning which is one of the descriptive research methods was used. In the study, it was tried to determine which intelligence is used in the activities of the textbooks and what are the intelligence(s) that are used the most and the least. The activities in the texts were analyzed separately by the researcher and examined according to the predefined classification of Howard Gardner's intelligence types. A total of 204 texts has been analyzed in 6 subjects in the Turkish textbook. It has been observed that the verbal linguistic intelligence was included mostly in 198 separate activities. It has been found that there are 14 occasions for interpersonal intelligence which has the least number of usage. It has been observed that musical intelligence, bodily kinesthetic intelligence, and nature intellects have never been used. It is important that the textbooks, which have an important influence on children's cognitive and affective learning achievements, address all learning areas that exist in the individual. In this context, the lack of any intelligence in the course book examined can be considered as a significant shortcoming for the activities in the textbooks.

Keywords
Efficiency, Teaching Theory, Turkish Teaching, Method


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