Positive and Negative Reflections of Maths Teaching Carried out in Learning Environment Designed Based on Multiple Intelligence Theory
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Abstract
This research aims to assess qualitatively the negative and positive reflections gathered during real-class implementations of activities that are selected from learning areas of primary school 7th grade curriculum and that are designed according to Multiple Intelligence Theory. The research that is conducted based on special case study method was made in two different schools with two maths teachers, one for each class, with their 54 students and took 51 class hours. In order to collect data, in addition to interview and observation methods, students diaries were also used. The data gathered was analyzed through descriptive analysis technique. At the end of the research, it could be noted that the positive reflections of teaching carried out in the learning environment that is designed according to Multiple Intelligence Theory are that it facilitated learning and ensured more permanent learning, while the negative reflections are that it is not suitable for every maths subject and it created anxiety which could decrease students’ success rates in central exams. Students should be encouraged to take part in projects that could be conducted in groups and that could activate different intelligence areas.
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Abstract
This research aims to assess qualitatively the negative and positive reflections gathered during real-class implementations of activities that are selected from learning areas of primary school 7th grade curriculum and that are designed according to Multiple Intelligence Theory. The research that is conducted based on special case study method was made in two different schools with two maths teachers, one for each class, with their 54 students and took 51 class hours. In order to collect data, in addition to interview and observation methods, students diaries were also used. The data gathered was analyzed through descriptive analysis technique. At the end of the research, it could be noted that the positive reflections of teaching carried out in the learning environment that is designed according to Multiple Intelligence Theory are that it facilitated learning and ensured more permanent learning, while the negative reflections are that it is not suitable for every maths subject and it created anxiety which could decrease students’ success rates in central exams. Students should be encouraged to take part in projects that could be conducted in groups and that could activate different intelligence areas.