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Evolution of Multiple Intelligences Theory in Turkish Education System: Case Studies & Impact

Discover the journey of Multiple Intelligences theory in Turkey's education system, from inception in the 1990s to present-day impact on teaching methods and student success.

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Evolution of Multiple Intelligences Theory in Turkish Education System: Case Studies & Impact

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  1. RECOGNIZING MI THEORY IN TURKEY Thefirststudies in Turkeyabout MI theoryappearedduringthesecondhalf of the 1990s. Simplemodelstransferredfromthe United Statesclarifiedthetheory. Speakersfromvariouscountriesgavelecture.Thequestion, “What is MI?” wasemphasized.

  2. After 1997,a differentquestion, “Why MI?” emerged. • Duringthethirdstage,thequestion of “How” became popular. • Finally a newstory of a Turkey-specificdevelopmentpathwayfor MI theoryappeared.

  3. MULTIPLE INTELLIGENCES AS AN ORGINIZING PRINCIPLE FOR SCHOOLS IN TURKEY • Theinitialeffortstoimplement MI theory in theTurkisheducationsystembegan in theEnkaprivateschools in İstanbul towardtheend of the 1990s.

  4. TheenkaschoolspublishedInterviewsandEssays(1999),thefirstTurkishversion of a bookpublished on multipleintelligences. • Thetheorywasinitiallyseen as a newfashion,andfewuniversityscholarstookinterested in it. • Ziya Selçuk of the Gazi University of Ankara,analyzedschools in the United States. • In 1998,he openedthefirstinstitute of education.

  5. As a result of studiesmade in Gazi University,MultipleIntelligencesPracticeswaspublished. • InPrivate Gazi ElementarySchool,threeeffects of MI implementationbecameevident: • Interdisciplinarycooperationbecameneccessaryamongteachers.

  6. Aftertheintroduction of MI,teachersperceivedstudentsdifferently. • Beforetheapplication of MI,teachersusedto pay attentiontomeasurement but neglectedevaluation.

  7. Hüseyin,theChangedTeacher BEFORE MI THEORY AFTER MI THEORY • He startedtothinkthatstudents can teacheachother. • He begantouseactivitiesbased on theinterpersonaldevelopment of students. • He realizedthatevenmusicalactivities can contributetheunderstandingmathematicalandlinguisticsubjects. • He understoodthatkinestheticactivities in understandingmathematicalandgeometricalsubjectswasunbelievable. • He was a self-centeredteacher. • He didall his teaching in a • mathematical-logicalstyle. • Mathematical,linguistic,andvisualfields of intelligentweremoreimportant.

  8. He alsotalkedabouttheadvantages of MI. Forexample, manyintelligenceactivitiesgave us manywaysof instruction. Puzzles,posters,museums,streetsbecamecoursematerials. Theotheradvantage of MI wasthat it gave us an opportunitytoknowourstudentsbetter.

  9. Mehmet,the “Unsuccessful-Successful” Student • Mehmet is a strongleader. • He is activeandruns a lot. • However,his math,science, languageachievementsareweak. • His self-confidence is veryhigh in somesubjects but verylow in others. • Therefore,he describeshimself as “unsuccessful-successful.” • After MI principleswereapplied in school, manythingschanged. • Mehmet overcome his mathanxietybyusing MI practices.

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