Examining Gender Differences in Visual and Verbal Intelligence among Primary School Students and Classroom Teaching: Qualitative Study
Öz
Gender difference like an individual
difference in the area of intelligence is apparent with studies indicated
accordingly. According to the multiple intelligence theory developed by
Gardner, the most important factor that causes the difference between people is
intelligent. (Campbell, Campbell & Dickinson, 1996). In this research, it
focused on the verbal-linguistic intelligence, which is skillful in using
language effectively; visual-spatial intelligence of activities such as visual
thinking, drawing, shaping (Talu, 1999). Each type of intelligence is not
similar to males and females. (Simpson, Cloud, Newman & Fuqua, 2008).
Another factor that causes diversity is parents and heredity. (Eastman, 1988).
In order to examine gender differences in certain intelligence types which
mainly addresses with many studies as mentioned above, researchers conducted
activities on fourth grade school students (N=28) including interview with one teacher to measure the effects of verbal and
visual intelligence types, gender differences, parents and heritage on 11 years
old student (13 boys and 15 girls). As a result of this research, surprisingly
males are good at verbal-linguistic intelligence; females are able to perform
better on visual-spatial intelligence related activity. This result gives a
clue in gender equality and avoidance of female visual-intelligence-related
partial inferiority. In light of
interview with teacher, parenting and school curriculum clearly gain importance
to add more verbal and visual activities. It is highly suggested to add more
related studies including tested and psychometric ability to investigate gender
difference in intelligence.
Anahtar Kelimeler
Verbal-linguistic intelligence Visual-spatial intelligence Gender Difference Gardner
Kaynakça
- Baumrind, D. (1991). The influence of parenting style on adolescent competence and subtance use. The Journal of Early Adolescence, 11(1), 56-95.Bilgin, M. (1990). Ankara merkez ilçelerindeki ortaokullarda okul ve ailenin işbirliği ve sorunları (yayınlanmamış doktora tezi). Ankara Üniversitesi, Ankara, Turkey. Bocklandt, S., & Vilain, E. (2007). Sex differences in brain and behavior: Hormones versus genes. Advances in Genetics, 59(7), 245–266. doi:10.1016/S0065-2660(07)59009-7Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Theoretical models of human development (pp. 993-1028). New York, NY: John Wiley.Buss, D. (1995). Psychological sex differences: Origins through sexual selection. American Psychologist, 50, 164–168.Eastman, G. (1988). Family involvement in education (Bulletin No. 8926). Madison: Wisconsin Department of Public Instniction.Else-Quest, N., Hyde, J., & Linn, M. (2010). Cross national patterns of gender differences in mathematics. Psychological Bulletin, 136, 103–127.Eng, L. L., & Mustapha, G. (2010). Enhancing writing ability through multiple-intelligence strategies. Pertanika Journal of Social Science and Humanities, 18, 53–63.Gardner, H. (1983). Frames of Mind: The theory of multiple intelligences. New York, NY: Basic Books.Gardner, H., Feldman, D., & Krechevsky, M. (1998a). Project spectrum — building on children's strengths: The experience of project spectrum. New York, NY: Teachers College Press.Gardner, H., Feldman, D., & Krechevsky, M. (1998b). Project spectrum: Early learning activities. New York, NY: Teachers College Press.Garlick, D., (2002), Understanding The nature of general factor of intelligence: The role of individual differences in neural plasticity as an explanatory mechanism, Psychological Review, 109(1), 116-136.Goleman, D. (1995). Emotional intelligence (Why it can matter more than IQ). New York, NY: Basic Books.Halpern, D. F., Benbow, C. P., Geary, D. C., Gur, R. C., Hyde, J. S., & Gernsbache, M. A. (2007). The science of sex differences in science and mathematics. Psychological Science in the Public Interest, 8, 1–51. doi:10.1111/j.1529-1006.2007.00032.xJacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children’s self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73, 509–527.Khan, Z. H., Watson, P. J., Naqvi, A. Z., Jahan, K., & Chen, Z. (2015). Muslim experiential religiousness in Pakistan: Meaning in life, general well-being and gender differences. Mental Health, Religion & Culture, 18 (6), 482–491. doi:10.1080/13674676.2015.1079602Kuzgun, Y., & Deryakulu, D.(2006). Deniz eğitimde bireysel farklılıklar güncelleştirilmiş geliştirilmiş. Ankara: Nobel Yayın Dağıtım.Lindberg, S. M., Hyde, J. S., & Petersen, J. L. (2010). New trends in gender and mathematics performance: A meta-analysis. Psychological Bulletin, 136, 1123–1135.Ngun, T. C., Ghahramani, N., Sánchez, F. J., Bocklandt, S., & Vilain, E. (2011). The genetics of sex differences in brain and behavior. Frontiers in Neuroendocrinology, 32(2), 227–246. doi:10.1016/j.yfrne.2010.10.001Nisbet, J. (1953). Family environment and intelligence. The Eugenics review, 45(1), 31.Pascualvaca, D.M., Anthony, B.J., Arnold, L.E., Ahearn, M.B., Rebok, G.W., Kellam, S.G., & Mirsky, A.F. (1997), Attention performance in an epidemiological sample of urban children: The role of gender and verbal intelligence, Child Neuropsychology, 3 (1), 13-27
- Penny, G., Francis, L. J., & Robbins, M. (2015). Why are women more religious than men? Testing the explanatory power of personality theory among undergraduate students in Wales. Mental Health, Religion & Culture, 18(6), 492–502. https://doi.org/10.1080/13674676.2015.1079603Simpson, D. B., Cloud, D. S., Newman, J. L., & Fuqua, D. R. (2008). Sex and gender differences in religiousness and spirituality. Journal of Psychology and Theology, 36(1), 42–52. doi:10.1177/009164710803600104Talu, N. (1999). Çoklu zeka kuramı ve eğitime yansımaları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 15, 164-172.Tekke, M., & Ghani, M. F. A. (2013). Examining the level of career maturity among Asian foreign students in a public university: Gender and academic achievement. Hope Journal of Research, 1 (1), 100- 121.Yazıcılar, Ö., & Güven, B. (2009). The effects of learning style activities on academic achievement, attitudes and recall level. Elementary Education Online, 8(1), 9–23.
İlköğretim okulu öğrencilerinde görsel ve sözel zeka açısından cinsiyet farkındalıklarının incelenmesi ve sınıf öğretimi: Nitel çalışma
Öz
Zeka alanında bireysel farklılık gibi cinsiyet farkı buna göre
gösterilen çalışmalarla açıkça görülmektedir. Gardner’ın
geliştirdiği çoklu zeka kuramına göre, insanlar arasındaki farklılığa neden
olan en önemli faktör zekadır. (Campbell, Campbell& Dickinson, 1996) Bu
makalede dili etkili kullanma becerisi olan sözel-dilsel zeka ve görsel
düşünme, çizme, şekil verme gibi faaliyetlerin yer aldığı görsel-uzamsal zeka
üzerinde duruldu. (Talu,1999) Zeka türleri cinsiyet yönünden de farklılık gösterebilirler.
Her zeka türü kadın ve erkeklerde benzer değildir. (Simpson, Cloud, Newman, J.
L., & Fuqua, D. R., 2008). Farklılığa neden olan bir diğer etmen ise
ebeveynler ve kalıtımdır.(Eastman, 1988) Özellikle
yukarıda bahsedilen pek çok çalışma ile ilgilenen belirli zeka türlerinde
cinsiyet farklılıklarını incelemek için, sözel ve görsel
zeka çeşitleri, cinsiyet farklılıkları, ebeveynler ve kalıtımın 11 yaşındaki
öğrenciler (13 erkek,15 kız) üzerindeki etkileri ölçmek için dördüncü sınıf
öğrencileri (S=28) üzerinde bir öğretmenle görüşme de dahil olan etkinlikler
gerçekleştirdik. Bu araştırmanın sonucu olarak,
şaşırtıcı bir şekilde erkekler sözel-dilsel zekada iyi iken kadınlar
görsel-uzamsal zeka ile ilgili faaliyetlerde daha iyi performans
gösterebilmektedir. Bu sonuç cinsiyet eşitliğine ve kızların görsel-uzamsal
zeka düşüklüğü olmadığına bir ipucu verir niteliktedir. Öğretmenle görüşme
halinin ışığında ebeveynlik ve okul müfredatının daha fazla sözel ve görsel
etkinlikleri artırması yönünde önem kazanmaktadır. Zekada cinsiyet farklılığını
araştırmak için test ve psikometrik yetenek dahil daha fazla ilgili çalışmanın
eklenmesi önerilmektedir.
Anahtar Kelimeler
Sözel-Dilsel Zeka Görsel-Uzamsal Zeka Cinsiyet Farklılığı Gardner
Kaynakça
- Baumrind, D. (1991). The influence of parenting style on adolescent competence and subtance use. The Journal of Early Adolescence, 11(1), 56-95.Bilgin, M. (1990). Ankara merkez ilçelerindeki ortaokullarda okul ve ailenin işbirliği ve sorunları (yayınlanmamış doktora tezi). Ankara Üniversitesi, Ankara, Turkey. Bocklandt, S., & Vilain, E. (2007). Sex differences in brain and behavior: Hormones versus genes. Advances in Genetics, 59(7), 245–266. doi:10.1016/S0065-2660(07)59009-7Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Theoretical models of human development (pp. 993-1028). New York, NY: John Wiley.Buss, D. (1995). Psychological sex differences: Origins through sexual selection. American Psychologist, 50, 164–168.Eastman, G. (1988). Family involvement in education (Bulletin No. 8926). Madison: Wisconsin Department of Public Instniction.Else-Quest, N., Hyde, J., & Linn, M. (2010). Cross national patterns of gender differences in mathematics. Psychological Bulletin, 136, 103–127.Eng, L. L., & Mustapha, G. (2010). Enhancing writing ability through multiple-intelligence strategies. Pertanika Journal of Social Science and Humanities, 18, 53–63.Gardner, H. (1983). Frames of Mind: The theory of multiple intelligences. New York, NY: Basic Books.Gardner, H., Feldman, D., & Krechevsky, M. (1998a). Project spectrum — building on children's strengths: The experience of project spectrum. New York, NY: Teachers College Press.Gardner, H., Feldman, D., & Krechevsky, M. (1998b). Project spectrum: Early learning activities. New York, NY: Teachers College Press.Garlick, D., (2002), Understanding The nature of general factor of intelligence: The role of individual differences in neural plasticity as an explanatory mechanism, Psychological Review, 109(1), 116-136.Goleman, D. (1995). Emotional intelligence (Why it can matter more than IQ). New York, NY: Basic Books.Halpern, D. F., Benbow, C. P., Geary, D. C., Gur, R. C., Hyde, J. S., & Gernsbache, M. A. (2007). The science of sex differences in science and mathematics. Psychological Science in the Public Interest, 8, 1–51. doi:10.1111/j.1529-1006.2007.00032.xJacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children’s self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73, 509–527.Khan, Z. H., Watson, P. J., Naqvi, A. Z., Jahan, K., & Chen, Z. (2015). Muslim experiential religiousness in Pakistan: Meaning in life, general well-being and gender differences. Mental Health, Religion & Culture, 18 (6), 482–491. doi:10.1080/13674676.2015.1079602Kuzgun, Y., & Deryakulu, D.(2006). Deniz eğitimde bireysel farklılıklar güncelleştirilmiş geliştirilmiş. Ankara: Nobel Yayın Dağıtım.Lindberg, S. M., Hyde, J. S., & Petersen, J. L. (2010). New trends in gender and mathematics performance: A meta-analysis. Psychological Bulletin, 136, 1123–1135.Ngun, T. C., Ghahramani, N., Sánchez, F. J., Bocklandt, S., & Vilain, E. (2011). The genetics of sex differences in brain and behavior. Frontiers in Neuroendocrinology, 32(2), 227–246. doi:10.1016/j.yfrne.2010.10.001Nisbet, J. (1953). Family environment and intelligence. The Eugenics review, 45(1), 31.Pascualvaca, D.M., Anthony, B.J., Arnold, L.E., Ahearn, M.B., Rebok, G.W., Kellam, S.G., & Mirsky, A.F. (1997), Attention performance in an epidemiological sample of urban children: The role of gender and verbal intelligence, Child Neuropsychology, 3 (1), 13-27
- Penny, G., Francis, L. J., & Robbins, M. (2015). Why are women more religious than men? Testing the explanatory power of personality theory among undergraduate students in Wales. Mental Health, Religion & Culture, 18(6), 492–502. https://doi.org/10.1080/13674676.2015.1079603Simpson, D. B., Cloud, D. S., Newman, J. L., & Fuqua, D. R. (2008). Sex and gender differences in religiousness and spirituality. Journal of Psychology and Theology, 36(1), 42–52. doi:10.1177/009164710803600104Talu, N. (1999). Çoklu zeka kuramı ve eğitime yansımaları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 15, 164-172.Tekke, M., & Ghani, M. F. A. (2013). Examining the level of career maturity among Asian foreign students in a public university: Gender and academic achievement. Hope Journal of Research, 1 (1), 100- 121.Yazıcılar, Ö., & Güven, B. (2009). The effects of learning style activities on academic achievement, attitudes and recall level. Elementary Education Online, 8(1), 9–23.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Eğitim Üzerine Çalışmalar |
| Bölüm | Eğitim Psikolojisi |
| Yazarlar | |
| Yayımlanma Tarihi | 1 Temmuz 2019 |
| Gönderilme Tarihi | 9 Haziran 2019 |
| Kabul Tarihi | 24 Ağustos 2019 |
| Yayımlandığı Sayı | Yıl 2019 Cilt: 3 Sayı: 5 |
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