[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-603094-105":59,"doc-detail-603094-en":134},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":127,"head_meta":129,"extra_data":131,"updated_unix":133},105,"en","opinions-of-turkish-language-teachers-on-the-reflection-of-multiple-intelligence-theory-in-turkish-coursebooks1-research-findings","Opinions of Turkish Language Teachers on The Reflection of Multiple Intelligence Theory in Turkish Coursebooks1 - Research Findings","","This study explores Turkish language teachers’ opinions on how Multiple Intelligence Theory is reflected in Turkish coursebooks. Data were gathered through semi-structured interviews with 30 secondary-school teachers in Cizre, Şırnak, during the 2020-2021 academic year. Teachers’ responses were categorized and grouped by similarity, with key viewpoints directly quoted. Results show that linguistic intelligence is cited most often, while logical-mathematical intelligence is least referenced. Many teachers report texts and activities are not aligned with different intelligence domains, citing school inadequacies in physical, cultural, and equipment resources.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/opinions-of-turkish-language-teachers-on-the-reflection-of-multiple-intelligence-theory-in-turkish-coursebooks1-research-findings/603094/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/opinions-of-turkish-language-teachers-on-the-reflection-of-multiple-intelligence-theory-in-turkish-coursebooks1-research-findings/603094.png","ImageObject",300,407,{"name":92,"@type":93},"MrHarris58","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the study?","Question",{"text":112,"@type":113},"To reveal Turkish language teachers’ opinions about the reflection of Multiple Intelligence Theory in Turkish coursebooks.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who participated and how was data collected?",{"text":117,"@type":113},"Thirty Turkish language teachers in Cizre, Şırnak (2020-2021 academic year) participated, and data were collected using semi-structured interview forms.",{"name":119,"@type":110,"acceptedAnswer":120},"Which intelligence types were most and least frequently referred to in the coursebooks?",{"text":121,"@type":113},"Linguistic intelligence was the most frequently referred type, while logical-mathematical intelligence was perceived as the least frequently referred type.",{"name":123,"@type":110,"acceptedAnswer":124},"What main problems did teachers face when creating activities for different intelligence domains?",{"text":125,"@type":113},"Teachers reported physical, cultural, and equipment inadequacy of schools in the Cizre district as a key problem.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},603094,1792189352,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149},687212988360,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Opinions of Turkish Language Teachers on The Reflection of Multiple Intelligence Theory in Turkish Coursebooks1  \n2  \nFunda ÖRGE YAŞAR  \nÇanakkale Onsekiz Mart University  \n3  \nMert BAŞBAYRAK  \nÇanakkale Onsekiz Mart University  \nAbstract  \nThe aim of this study is to reveal the opinions of Turkish language teachers about the reflection of Multiple Intelligence Theory in Turkish coursebooks. The participants of the research are 30 Turkish language teachers who teach in secondary schools in Cizre district of Şırnak province in the 2020- 2021 academic year. The data of the research were collected with semi-structured interview forms. Based on the data obtained in the research, separate categories were created for each question in thesemi-structured interview form, and similar answers were grouped and included in the created categories. Highlights of the teacher’s views were quoted directly. According to the results of the research, 83.33% of Turkish language teachers think that linguistic intelligence is the most frequently referred sort of intelligence in coursebooks, while 36.67% of teachers perceive logical-mathematical intelligence as the least frequently referred sort of intelligence in coursebooks. However, 56.67% of Turkish language teachers said that the texts and activities in the coursebook are not suitable for different intelligence domains. It has been determined that the rate of teachers who think that the level of including intelligence domains in the books differ according to the classes is 46.67% . The main problems faced by the teachers while creating activities for different intelligence domains were physical, cultural and equipment inadequacy of the schools in Cizre district of Şırnak province with 37.5% .  \nKeywords: Multiple Intelligence Theory, Turkish Coursebook, Turkish Language Teachers, SemiStructured Interview  \nDOI: 10.29329/epasr.2023.548 .9  \nSubmitted:14 April 2022 Accepted: 10 October 2022 Published: 01 June 2023  \n1 This article is a product of the master’s thesis research study conducted by the second author supervised by the first author This article was compiled from the master’s thesis named “Evaluation of Texts and Activities in the 6th and 7th Grade Turkish Textbooks Taught in the 2019-2020 Academic Year within the Framework of Theory of Multiple Intelligence and Teachers’Opinions”.  \n2 Assoc. Prof. Dr., Faculty of Education, Çanakkale Onsekiz Mart University, Çanakkale, Türkiye, ORCID: 0000-0002- 8207-9685 Correspondence: [fundaorge@comu.edu.tr](fundaorge@comu.edu.tr)  \n3 Turkish Language Teacher, Cizre/ Şırnak, Türkiye, ORCID: [0000-0003-2051-0633 Email: mertbasbayrak07@gmail.com](0000-0003-2051-0633 Email: mertbasbayrak07@gmail.com)  \nIntroduction  \nAs an abstract concept, the subject of intelligence, which is the field of interest of many researchers and has been studied for years, continues to maintain its importance today. Thoughts about what intelligence is or is not differed from time to time. In the 19th century, a definition was made by measuring the diameter of the skulls with a ruler, and human intelligence was evaluated according to this number range. In the 20th century, studies on the physical measurement of human intelligence were left aside and mental factors were emphasized in the determination of intelligence. In the early 1900s, when psychologist Alfred Binet and a group of his friends were granted authorization to develop a test that could be used to identify students who could be unsuccessful in primary education, studies were initiated to be implemented on this subject, and as a result, the first intelligence test emerged. According to the traditional understanding of Stanford-Binet intelligence tests, people were divided as “intelligent” and “non-intelligent”, but these tests did not go beyond measuring some verbal and numerical skills. For example, a person who gives correct answers to the IQ test in daily life may have various problems in communicating with people,","cbCaidPnCQXRDBpj","https://ap.wps.com/l/cbCaidPnCQXRDBpj","pdf",303129,21,"English","# Introduction\n## Overview of intelligence concepts\n## Multiple Intelligence Theory\n## Types of intelligence and brief definitions\n# Methodology and data collection\n## Semi-structured interview approach\n## Participant profile\n# Results and findings\n## Frequency of intelligence references in coursebooks\n## Suitability of texts and activities\n## Differences by class level\n## Challenges in designing activities","[{\"question\":\"What is the purpose of the study?\",\"answer\":\"To reveal Turkish language teachers’ opinions about the reflection of Multiple Intelligence Theory in Turkish coursebooks.\"},{\"question\":\"Who participated and how was data collected?\",\"answer\":\"Thirty Turkish language teachers in Cizre, Şırnak (2020-2021 academic year) participated, and data were collected using semi-structured interview forms.\"},{\"question\":\"Which intelligence types were most and least frequently referred to in the coursebooks?\",\"answer\":\"Linguistic intelligence was the most frequently referred type, while logical-mathematical intelligence was perceived as the least frequently referred type.\"},{\"question\":\"What main problems did teachers face when creating activities for different intelligence domains?\",\"answer\":\"Teachers reported physical, cultural, and equipment inadequacy of schools in the Cizre district as a key problem.\"}]","Opinions of Turkish Language Teachers on The Reflection of Multiple Intelligence Theory in Turkish Coursebooks1 - Research Findings | PDF",1792095703,53]