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PRESERVICE TEACHERS GAIN ACCESS TO MI THEORY

PRESERVICE TEACHERS GAIN ACCESS TO MI THEORY. Multiple intelligence theory was introduced into T urkish higher education in the 2000s. The positive results obtained from study of MI theory attract the attention of faculty of education . As a result , teacher

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PRESERVICE TEACHERS GAIN ACCESS TO MI THEORY

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  1. PRESERVICE TEACHERS GAIN ACCESS TO MI THEORY

  2. MultipleintelligencetheorywasintroducedintoTurkishhighereducation in the 2000s. Thepositiveresultsobtainedfromstudy of MI theoryattracttheattention of faculty of education. As a result, teacher candidatesbeganto analize MI theory in their general educationcourse.

  3. Thecoursesinclude; Thefundementalprinciples of MI theory Definitionandcharacteristic of multiple intelligences. Thediffrencesbetweenthe MI theoryandthe traditionalteaching. Innovation MI theory has brougttothelearningenviroment.

  4. The transfer of MI fromtheorytopracticeatfacult of educationgainedpopularitythroughcourses on teachingmethods in: • Mathematic • Science • Socialstudies • Elementaryteachingeducation Forexample : Kaya ıntroduce MI theoryitspriciplesandhowtheintelligenceaffectscienceeducationStudents analize sciencetextbookfromtheperspective of MI theory.

  5. Teachercandidateslearnhow MI theory can be practiced in thecalssroomtoraelizethescienceeducation . But Most of theteachercandidateshavesomediffuculty in designing a sciencelessonbased on theprinciples of MI theory. Therefore Theyinterview a teacherwhoappliedthe MI theory in elementerysciencecourseandobservethisperson ‘s lesson. Thentheychoose a subjectfromtheelemntarysciencecirruculumanddevelop a lesson plan for it accordingto MI theory.each plan is evaluatedbytheteacherandprofessor.

  6. As a result of intensivefacetofaceand online discussions of observations in thecalassroom, theseteachercandidatesrealizetherearefourimportantfactorsaffactinghow MI sciencelessonareplanned. 1)Identifyingindividualstudents‘ multipleintelligencestrenghtusing a relaibleandvalidtool. 2)Payingattantiontothescholarlyfindingsrelatedtostudents’diffuculties in learningtherelevancesciencetopic

  7. 3) Consideringthenature of knowledgestructurethatstudentsaresupposedtolearnwithrespectto MI 4)Examiningtheteachersabilitytomannage MI activity.

  8. As a rusult of alltheseobservationexaminationmost of theteachercandidateswhoarenowteacher in theeasternandsoutheasterncities of Turkey ,statethattheycertainlywantstouse MI theory in theirclassrooms.

  9. Thankyouforyour Listening DEMET AYGUN

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