A Study Related to the Investigation of Multiple Intelligence Profiles of Gifted and Talented Children across Turkey

Abstract

Focusing on the dominant intelligences of individuals from their early ages will be beneficial for them and the society in terms of improving their talents. When this situation is considered for gifted and talented children, we believe that there is a need for detailed analysis for Turkey beginning from the early years of children. Hence, in this study, it is aimed to investigate the multiple intelligence domains of Turkish gifted and talented students studying in science and art centres (SACs) across the country via a survey research. This paper presents the results gained from 12 SACs. Those SACs were selected according to the socio-economic development index (SEDI) of Turkey as declared by Ministry of Development (MD) which considered the country to consist of 6 regions. Two SACs from each of those six regions were included in the study. Thus, the sample consisted of 390 middle school 5th grade students. A Likert type multiple intelligence test which included 80 items related to eight domains of multiple intelligence was utilized as data collection instrument (Demirel, Başbay & Erdem, 2006: 155). Descriptive statistics and non-parametric statistics tests were conducted in order to analyze the study data. The results indicated various differences among multiple intelligence scores of the participants.

Capturing Multiple Intelligences Profiles of Muhammadiyah Junior High School Students

“…Based on Table 2, the dominant intelligence of all students is Kinesthetic (24 students) while Linguistic is considered to be the least (no student). The result is different from what [16] find that verbal-linguistic, logical mathematic, visualspatial, and naturalistic intelligences perceive the highest scores while musical intelligence perceives the lowest score. [5] also reveal different findings from the current study that Existential is the dominant followed by interpersonal intelligence and naturalist is the least frequent intelligence among others.…”

“…This is important since it become a start to carry out the learning activities or relate Multiple Intelligence to other educational practices. Some attempts are carried out to describe students' Multiple Intelligences [5][8] [15][16][17][18]. Existential intelligence, interpersonal, and verbal-linguistic intelligences are mostly possessed by students [5].…”

“…Existential intelligence, interpersonal, and verbal-linguistic intelligences are mostly possessed by students [5]. [16] reveals verbal-mathematical and visual-naturalistic are the most frequent combinations. Logical-mathematic, verballinguistic, intrapersonal, and visual-spatial are the most possessed intelligences [17].…”

Effects of Instructional Activities Based on Multiple Intelligences Theory on Academic Achievement of Omani Students with Dyscalculia

“…The MIT contributes to the development of intellectual and creative abilities according to a comprehensive educational vision and its role in preparing learners to meet the requirements of the present century. Therefore, teacher's investment of dominant intelligence patterns from the early childhood will bring benefits to the community and those children (Dolu & Urek, 2014). The educational value of the MIT emerges through teaching and curriculum development.…”