Science and technology teachers' views about considering students' intelligence types in project and performance tasks


Kumlu G., Yurttas G. D.

Cyprus International Conference on Educational Research (CY-ICER), CYPRUS, 8 - 11 February 2012, vol.47, pp.1742-1746 identifier

  • Publication Type: Conference Paper / Full Text
  • Volume: 47
  • Doi Number: 10.1016/j.sbspro.2012.06.893
  • Country: CYPRUS
  • Page Numbers: pp.1742-1746

Abstract

The aim of this study was to describe science and technology teachers' views about the consideration of multiple intelligence theory in project and performance tasks given at Grades 6-8. Data of this study was collected through focus group interviews with 12 science and technology teachers from three elementary schools in Ankara. Focus group interview protocol including 11 open-ended questions was used throughout the focus group interviews. The results indicated that science and technology teachers did not have sufficient information about multiple intelligence theory. Teachers who participated in this study did not take types of students' intelligences into consideration. They thought that they would experience some problems if they give these assignments according to students' intelligences, such as having not enough time, and students would not do their assignments by their own. (C) 2012 Published by Elsevier Ltd.