An action research on program development process for determining multiple intelligences profiles of 1st, 2nd and 3rd graders

Date

2010

Author

Temiz, Nida

Metadata

Show full item record

Item Usage Stats

6
views

4
downloads

This study aimed to explore a program development process and explain how each component of the process contributes to overall procedure for determining 1st, 2nd, and 3rd grade students’ multiple intelligences profiles. The action research was conducted through implementing the incremental components of development process namely; (1) needs assessment, (2) program design, (3) program implementation and verification, (4) summative evaluation. Purposeful sampling methods were used to select the participants of the study. On the basis of the purposeful sampling methods, the participants comprised of two elementary schools with their 1st, 2nd and 3rd grade students, teachers, parents; three branch teachers; instruments developers; experts from the fields of multiple intelligences, psychology, sociology, social pediatrics, neurology, psychiatry, and child neurology. The data collection methods were interview, observation, written document analysis, questionnaire. Descriptive and content qualitative analyses were used to analyze the data. For the validity and reliability purposes of the materials developed throughout the study, quantitative data and quantitative data analysis were conducted. The results of the needs assessment indicated that the 1st, 2nd and 3rd grade teachers had various purposes to determine their students’ multiple intelligences profile. They used various methods having both weaknesses and strengths. The most appropriate method was using multiple methods / sources. The program with its materials was developed in the program design phase. The materials were “story inventory,” “film inventory,” “parent questionnaire,” and “performance assessment.” The program including its materials had both weaknesses and strengths. Therefore, effective modifications were conducted on the program in the program implementation and verification phase. Finally, the results of the summative evaluation indicated that the study and the program reached their purposes largely.

Subject Keywords

Elementary school teaching., Multiple intelligences., Cognitive styles., Active learning., Activity programs in education., Project method in teaching.

URI

http://etd.lib.metu.edu.tr/upload/12612669/index.pdf
https://hdl.handle.net/11511/19995

Collections

Graduate School of Social Sciences, Thesis