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Beden Eğitimi ve Spor Öğretmenlerinin Çoklu Zekâ Kuramına Göre Zekâ Alanlarının İncelenmesi

Yıl 2023, Cilt: 5 Sayı: 2, 363 - 380, 30.09.2023

Çiğdem Karagülmez Sağlam Erman Doğan

https://doi.org/10.47778/ejsse.1336771

Öz

İster kalıtsal ister sonradan kazanılmış olsun zekâ her zaman tartışma konusu olmuştur. Howard Gardner'ın Çoklu Zekâ Kuramı, eğitimdeki çoğu eğitimci tarafından geniş çapta kabul görmüş ve uygulanmıştır. Beden eğitimi ve spor, bireylerin sağlıklı gelişimi ve verimli eğitim için en önemli öğretim alanlarından biridir. Araştırmada beden eğitimi öğretmenlerinin çoklu zekâ alanları ile demografik özellikleri arasındaki ilişkinin belirlenmesi hedeflenmiştir. Araştırma grubu Kuzey Kıbrıs Türk Cumhuriyeti (KKTC) 'nde görevli beden eğitimi ve spor öğretmenleridir. Çalışmada tabakalı örnekleme yöntemi ile 2019-2020 eğitim öğretim yılında görev yapan 182 beden eğitimi öğretmeninden 168 öğretmene ulaşılmıştır. Araştırmada Babacan (2012) tarafından Türkçe’ye uyarlanan Çoklu Zekâ Envanteri ve araştırmacılar tarafından hazırlanan kişisel bilgi formu uygulanmıştır. Veriler değerlendirilirken araştırma grubunun demografik özelliklerinin ortalama ve standart sapma değerleri çıkarılmıştır. Grup farklılıklarının tespitinde, t-testi, ANOVA ve MANOVA kullanıldı. Farklılığın hangi gruplarda olduğunu belirlemek için Tukey ve Post-hoc testleri kullanıldı. Sonuçlar, mezun olunan lise öğretmenlerinin türünün zekâ alanını etkileyebileceğini göstermiştir. Bulgular ayrıca farklı faktörlerin öğretmenleri farklı şekillerde etkileyebileceğini göstermektedir. araştırma grubunun demografik özelliklerinin ve yüzdelik dağılımları çıkarılmıştır. Gruplar arasındaki farklılıkları belirlemek için T-testi, ANOVA ve MANOVA kullanıldı. Farklılığın hangi gruplarda olduğunu belirlemek için Tukey ve Post-hoc testleri kullanıldı. Sonuçlar, mezun olunan lise türünün öğretmenlerin zekâ alanını etkileyebileceğini göstermiştir. Bulgular ayrıca farklı faktörlerin öğretmenleri farklı şekillerde etkileyebileceğini göstermektedir.

Anahtar Kelimeler

Beden eğitimi ve spor öğretmenleri Çoklu zekâ kuramı Zekâ alanları

Kaynakça

  • Ahanbor, Z., & Sadighi, F. (2014). The Relationship between multiple intelligences, learning styles, and gender. Modern Journal of Language Teaching Methods, 4(1), 176-184.
  • Armstrong, T. (2006). Multiple intelligences in the classroom. ASCD.
  • Babacan, T., & Dilci, T. (2012). Adaptation of multiple intelligence survey into Turkish. NWSA-Education Sciences, 7(3), 969-982.
  • Bağçeci, B., & Demir, A. (2011). Eğitimde bireysel farklılıklar ve önemi. 20. Ulusal Eğitim Bilimleri Kurultayı, Burdur, Turkey.
  • Campbell, B. (1992). Multiple intelligences in action. Childhood Education, 68(4), 197-201. https://doi.org/10.1080/00094056.1992.10520874
  • Chan, D. W. (2004). Perceived emotional intelligence and self-efficacy among Chinese secondary school teachers in Hong Kong. Personality and Individual Differences, 36(8), 1781-1795. https://doi.org/10.1016/j.paid.2003.07.007
  • Çaltı, A. E., & Malkoç, T. (2021). Müzik öğretmen adaylarının çoklu zekâ alanlarının farklı değişkenlere göre değerlendirilmesi. Eurasian Academy of Sciences Social Sciences Journal, 36, 154-174. https://doi.org/10.17740/eas.soc.2021.v36-10
  • Çeliköz, M. (2017). Multiple intelligence distribution of prospective teachers: The Case at Yıldız Technical University. Journal of Education and Practice, 8(2), 206-215.
  • Dilci, T., & Babacan, T. (2011). The correlation between multiple intelligences and metacognitive reading strategies of primary school teacher candidates. İnonü University Journal of the Faculty of Education, 12(3), 47-64.
  • Durmaz, H., & Özyıldırım, H. (2005). Investigation of the relationship between science and primary school teaching students' attitudes towards Chemistry course and their multiple intelligence areas and their achievements in Chemistry and Turkish courses. Gazi University Faculty of Education Journal, 6(1), 67-76.
  • Erdem, D., & Keklik, I. (2020). Multiple intelligences profiles in prospective teachers. Education Reform Journal, 5(1), 7-44. http://dx.doi.org/10.22596/erj2020.05.01.27.44
  • Flynn, J. R. (2007). What is intelligence? Cambridge University Press.
  • Gardner, H. (1983). Frames of mind: The Theory of multiple intelligences. Basic Books.
  • Gardner, H. (2006). Changing minds: The art and science of changing our own and other people’s minds. Harvard Business School Press.
  • Gardner, H. (2011). Frames of mind: The Theory of multiple intelligences. Basic Books.
  • Greenberg, K., Zheng, R. Z., & Maloy, I. (2020). Understanding the role of digital technology in multiple intelligence education: A meta-analysis. Examining Multiple Intelligences and Digital Technologies for Enhanced Learning Opportunities, 65-92. https://doi.org/10.4018/978-1-7998-0249-5.ch004
  • Güllü, M., & Tekin, M. (2009). Comparison of multiple intelligence areas of sports high school students and general high school students. Journal of Physical Education and Sport Sciences, 3(3), 247-258.
  • Güven, S. (2005). The Role of the classroom teacher in the implementation of the 2004 primary school life science course program prepared according to the constructivist education approach. XIV. National Congress of Educational Sciences, Denizli, Turkey.
  • Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow, and immersion in game-based learning. Computers in Human Behavior, 54, 170-179. https://doi.org/10.1016/j.chb.2015.07.045
  • Karademir, T., Dosyilmaz, E., Coban, B., & Kafkas, M. E. (2010). Self-esteem and emotional intelligence in students participating in physical education and sports department special talent exam. Kastamonu Journal of Education, 18(2), 653-674.
  • Kayisoglu, N. B., Dogan, I., & Cetin, M. (2014). Investigation of emotional intelligence levels and communication skills of youth camp leader candidates. Spormetre, 12(1), 43-50. https://doi.org/10.1501/Sporm_0000000252
  • Kezar, A. (2001). Theory of multiple intelligences: Implications for higher education. Innovative Higher Education, 26(2), 141-154. https://doi.org/10.1023/A:1012292522528
  • Kornhaber, M. L. (2004). Multiple intelligences: From the ivory tower to the dusty classroom but why? Teachers College Record, 106(1), 67-76. https://doi.org/10.1111/j.1467-9620.2004.003
  • Kornhaber, M. L. (2019). The theory of multiple intelligences. In, R. J. Sternberg (Eds.), The Cambridge Handbook of Intelligence (2. Edition, pp. 659,678). Cambridge University Press. https://doi.org/10.1017/9781108770422.028
  • Lakshminarayanan, S., Pai, Y. P., & Ramaprasad, B. S. (2016). Competency needs assessment: A Gap analytic approach. Industrial and Commercial Training, 48(8), 423-430. https://doi.org/10.1108/ICT-04-2016-0025
  • Lei, D. Y., Cheng, J. H., Chen, C. M., Huang, K. P., & James Chou, C. C. (2021). Discussion of teaching with multiple intelligences to corporate employees' learning achievement and learning motivation. Frontiers in Psychology, 12, 1–5. https://doi.org/10.3389/fpsyg.2021.770473
  • Loori, A. A. (2005). Multiple intelligences: A Comparative study between the preferences of males and females. Social Behavior and Personality: An International Journal, 33(1), 77–88. https://doi.org/10.2224/sbp.2005.33.1.77
  • Mangal, S. K. (2002). Advanced educational psychology. PHI Learning Private Limited.
  • McClellan, J. A., & Conti, G. J. (2008). Identifying the multiple intelligences of your students. Journal of Adult Education, 37(1), 13-32.
  • Minnier, W., Leggett, M., Persaud, I., & Breda, K. (2019). Four smart steps: Fall prevention for community-dwelling older adults. Creative Nursing, 25(2), 169-175. https://doi.org/10.1891/1078-4535.25.2.
  • Moafian, F., & Ghanizadeh, A. (2009). The relationship between Iranian EFL teachers’ emotional intelligence and their self-efficacy in Language Institutes. System, 37(4), 708-718. https://doi.org/10.1016/j.system.2009.09.014
  • Moncada, L. V. V., & Mire, L. G. (2017). Preventing falls in older persons. American Family Physician, 96(4), 240-247.
  • Nikolaenko, N. Y., & Kolosova, E. A. (2020). Multiple intelligences profile of young sportsmen in individual and team sports. The 3rd International Open Science Conference, Russia.
  • Numanoğlu, G. (1999). Information society and new identities in education. Journal of Ankara University Faculty of Education Science, 32(1-2), 341-350.
  • Peariso, J. F. (2008). Multiple intelligences or multiply misleading: The Critic's view of the multiple intelligences theory. Springer.
  • Prayitno, H. J., Sutopo, A., Ratih, K., Utami, R. D., Nugroho, R. T., & Zakaria, G. A. N. (2020). Humanism learning design using multiple intelligence approach in life skills of the elementary school students of special program in the era of global communication and education disruption. Elementary Education Online, 19(4), 202-202. https://doi.org/10.17051/ilkonline.2020.04.122
  • Rastegar, M., & Memarpour, S. (2009). The relationship between emotional intelligence and self-efficacy among Iranian EFL teachers. System, 37(4), 700-707. https://doi.org/10.1016/j.system.2009.09.013
  • Robinson, S. K. (2009). The element: How finding your passion changes everything. Viking.
  • Sahay, M. (2019). Relationship between multiple intelligence, self-esteem, and teacher competency among secondary school teachers. People: International Journal of Social Sciences, 5(1), 460-475.
  • Selçuk, Z., & Kayılı, H. (2002). Çoklu zekâ uygulamaları. Nobel.
  • Septiara, S. W., Daffah, V., & Magdalena, I. (2021). Sources of individual differences in education. Progres Pendidikan, 2(3), 139-142. https://doi.org/10.29303/prospek.v2i3.156
  • Serrat, O. (Ed.). (2017). Knowledge solutions. Springer.
  • Sevinç, D., & Şıktar, E. (2016). The association of physiological and athletes different sports with multiple intelligences. International Journal of Science Culture and Sport, 4(4), 431-442. https://doi.org/10.14486/IntJSCS597
  • Şentürk, B., & Yazıcı, A. G. (2020). Investigation of multiple intelligence levels of athletes in terms of different variables. The example of Ordu province. International Journal of Exercise Psychology, 2(1), 36-48.
  • Temiz, N. (2007). Çoklu zekâ kuramı okulda ve sınıfta kimim -1. Nobel.
  • Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1
  • Yenice, N., & Aktamış, H. (2010). Investigation of classroom teacher candidates' multiple intelligence areas according to demographic characteristics. Journal of Turkish Science Education, 7(3), 86-99.

Examination of Physical Education and Sports Teachers' Intelligence Areas Based on the Theory of Multiple Intelligence

Yıl 2023, Cilt: 5 Sayı: 2, 363 - 380, 30.09.2023

Çiğdem Karagülmez Sağlam Erman Doğan

https://doi.org/10.47778/ejsse.1336771

Öz

Whether inherited or acquired, intelligence has always been the subject of debate. Educators have accepted and widely applied Howard Gardner's theory of multiple intelligence. Physical education and sport is one of the most crucial teaching fields for individuals' healthy development and efficient education. The study intended to analyse the relationship among the multiple intelligence areas of physical education teachers and their demographic characteristics. The research universe consists of physical education and sports teachers working in the Turkish Republic of Northern Cyprus (TRNC). By the stratified sampling method in the research, 168 teachers were reached out of 182 physical education teachers working in the 2019-2020 academic year. The Multiple Intelligence Scale adapted into Turkish by Babacan (2012) and the personal information data prepared by the researchers were applied in the research. While evaluating the data, the means and the standard deviations of the demographic characteristics of the research group were extracted. T-test, ANOVA, and MANOVA were used to determine group differences. Tukey and post hoc tests were used to define in which groups the differences were. The outcomes showed that the school teachers graduated from can affect intelligence. The findings also show that different factors can affect teachers in different ways.

Anahtar Kelimeler

Physical education and sports teachers Multiple intelligence theory Intelligence areas

Kaynakça

  • Ahanbor, Z., & Sadighi, F. (2014). The Relationship between multiple intelligences, learning styles, and gender. Modern Journal of Language Teaching Methods, 4(1), 176-184.
  • Armstrong, T. (2006). Multiple intelligences in the classroom. ASCD.
  • Babacan, T., & Dilci, T. (2012). Adaptation of multiple intelligence survey into Turkish. NWSA-Education Sciences, 7(3), 969-982.
  • Bağçeci, B., & Demir, A. (2011). Eğitimde bireysel farklılıklar ve önemi. 20. Ulusal Eğitim Bilimleri Kurultayı, Burdur, Turkey.
  • Campbell, B. (1992). Multiple intelligences in action. Childhood Education, 68(4), 197-201. https://doi.org/10.1080/00094056.1992.10520874
  • Chan, D. W. (2004). Perceived emotional intelligence and self-efficacy among Chinese secondary school teachers in Hong Kong. Personality and Individual Differences, 36(8), 1781-1795. https://doi.org/10.1016/j.paid.2003.07.007
  • Çaltı, A. E., & Malkoç, T. (2021). Müzik öğretmen adaylarının çoklu zekâ alanlarının farklı değişkenlere göre değerlendirilmesi. Eurasian Academy of Sciences Social Sciences Journal, 36, 154-174. https://doi.org/10.17740/eas.soc.2021.v36-10
  • Çeliköz, M. (2017). Multiple intelligence distribution of prospective teachers: The Case at Yıldız Technical University. Journal of Education and Practice, 8(2), 206-215.
  • Dilci, T., & Babacan, T. (2011). The correlation between multiple intelligences and metacognitive reading strategies of primary school teacher candidates. İnonü University Journal of the Faculty of Education, 12(3), 47-64.
  • Durmaz, H., & Özyıldırım, H. (2005). Investigation of the relationship between science and primary school teaching students' attitudes towards Chemistry course and their multiple intelligence areas and their achievements in Chemistry and Turkish courses. Gazi University Faculty of Education Journal, 6(1), 67-76.
  • Erdem, D., & Keklik, I. (2020). Multiple intelligences profiles in prospective teachers. Education Reform Journal, 5(1), 7-44. http://dx.doi.org/10.22596/erj2020.05.01.27.44
  • Flynn, J. R. (2007). What is intelligence? Cambridge University Press.
  • Gardner, H. (1983). Frames of mind: The Theory of multiple intelligences. Basic Books.
  • Gardner, H. (2006). Changing minds: The art and science of changing our own and other people’s minds. Harvard Business School Press.
  • Gardner, H. (2011). Frames of mind: The Theory of multiple intelligences. Basic Books.
  • Greenberg, K., Zheng, R. Z., & Maloy, I. (2020). Understanding the role of digital technology in multiple intelligence education: A meta-analysis. Examining Multiple Intelligences and Digital Technologies for Enhanced Learning Opportunities, 65-92. https://doi.org/10.4018/978-1-7998-0249-5.ch004
  • Güllü, M., & Tekin, M. (2009). Comparison of multiple intelligence areas of sports high school students and general high school students. Journal of Physical Education and Sport Sciences, 3(3), 247-258.
  • Güven, S. (2005). The Role of the classroom teacher in the implementation of the 2004 primary school life science course program prepared according to the constructivist education approach. XIV. National Congress of Educational Sciences, Denizli, Turkey.
  • Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow, and immersion in game-based learning. Computers in Human Behavior, 54, 170-179. https://doi.org/10.1016/j.chb.2015.07.045
  • Karademir, T., Dosyilmaz, E., Coban, B., & Kafkas, M. E. (2010). Self-esteem and emotional intelligence in students participating in physical education and sports department special talent exam. Kastamonu Journal of Education, 18(2), 653-674.
  • Kayisoglu, N. B., Dogan, I., & Cetin, M. (2014). Investigation of emotional intelligence levels and communication skills of youth camp leader candidates. Spormetre, 12(1), 43-50. https://doi.org/10.1501/Sporm_0000000252
  • Kezar, A. (2001). Theory of multiple intelligences: Implications for higher education. Innovative Higher Education, 26(2), 141-154. https://doi.org/10.1023/A:1012292522528
  • Kornhaber, M. L. (2004). Multiple intelligences: From the ivory tower to the dusty classroom but why? Teachers College Record, 106(1), 67-76. https://doi.org/10.1111/j.1467-9620.2004.003
  • Kornhaber, M. L. (2019). The theory of multiple intelligences. In, R. J. Sternberg (Eds.), The Cambridge Handbook of Intelligence (2. Edition, pp. 659,678). Cambridge University Press. https://doi.org/10.1017/9781108770422.028
  • Lakshminarayanan, S., Pai, Y. P., & Ramaprasad, B. S. (2016). Competency needs assessment: A Gap analytic approach. Industrial and Commercial Training, 48(8), 423-430. https://doi.org/10.1108/ICT-04-2016-0025
  • Lei, D. Y., Cheng, J. H., Chen, C. M., Huang, K. P., & James Chou, C. C. (2021). Discussion of teaching with multiple intelligences to corporate employees' learning achievement and learning motivation. Frontiers in Psychology, 12, 1–5. https://doi.org/10.3389/fpsyg.2021.770473
  • Loori, A. A. (2005). Multiple intelligences: A Comparative study between the preferences of males and females. Social Behavior and Personality: An International Journal, 33(1), 77–88. https://doi.org/10.2224/sbp.2005.33.1.77
  • Mangal, S. K. (2002). Advanced educational psychology. PHI Learning Private Limited.
  • McClellan, J. A., & Conti, G. J. (2008). Identifying the multiple intelligences of your students. Journal of Adult Education, 37(1), 13-32.
  • Minnier, W., Leggett, M., Persaud, I., & Breda, K. (2019). Four smart steps: Fall prevention for community-dwelling older adults. Creative Nursing, 25(2), 169-175. https://doi.org/10.1891/1078-4535.25.2.
  • Moafian, F., & Ghanizadeh, A. (2009). The relationship between Iranian EFL teachers’ emotional intelligence and their self-efficacy in Language Institutes. System, 37(4), 708-718. https://doi.org/10.1016/j.system.2009.09.014
  • Moncada, L. V. V., & Mire, L. G. (2017). Preventing falls in older persons. American Family Physician, 96(4), 240-247.
  • Nikolaenko, N. Y., & Kolosova, E. A. (2020). Multiple intelligences profile of young sportsmen in individual and team sports. The 3rd International Open Science Conference, Russia.
  • Numanoğlu, G. (1999). Information society and new identities in education. Journal of Ankara University Faculty of Education Science, 32(1-2), 341-350.
  • Peariso, J. F. (2008). Multiple intelligences or multiply misleading: The Critic's view of the multiple intelligences theory. Springer.
  • Prayitno, H. J., Sutopo, A., Ratih, K., Utami, R. D., Nugroho, R. T., & Zakaria, G. A. N. (2020). Humanism learning design using multiple intelligence approach in life skills of the elementary school students of special program in the era of global communication and education disruption. Elementary Education Online, 19(4), 202-202. https://doi.org/10.17051/ilkonline.2020.04.122
  • Rastegar, M., & Memarpour, S. (2009). The relationship between emotional intelligence and self-efficacy among Iranian EFL teachers. System, 37(4), 700-707. https://doi.org/10.1016/j.system.2009.09.013
  • Robinson, S. K. (2009). The element: How finding your passion changes everything. Viking.
  • Sahay, M. (2019). Relationship between multiple intelligence, self-esteem, and teacher competency among secondary school teachers. People: International Journal of Social Sciences, 5(1), 460-475.
  • Selçuk, Z., & Kayılı, H. (2002). Çoklu zekâ uygulamaları. Nobel.
  • Septiara, S. W., Daffah, V., & Magdalena, I. (2021). Sources of individual differences in education. Progres Pendidikan, 2(3), 139-142. https://doi.org/10.29303/prospek.v2i3.156
  • Serrat, O. (Ed.). (2017). Knowledge solutions. Springer.
  • Sevinç, D., & Şıktar, E. (2016). The association of physiological and athletes different sports with multiple intelligences. International Journal of Science Culture and Sport, 4(4), 431-442. https://doi.org/10.14486/IntJSCS597
  • Şentürk, B., & Yazıcı, A. G. (2020). Investigation of multiple intelligence levels of athletes in terms of different variables. The example of Ordu province. International Journal of Exercise Psychology, 2(1), 36-48.
  • Temiz, N. (2007). Çoklu zekâ kuramı okulda ve sınıfta kimim -1. Nobel.
  • Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1
  • Yenice, N., & Aktamış, H. (2010). Investigation of classroom teacher candidates' multiple intelligence areas according to demographic characteristics. Journal of Turkish Science Education, 7(3), 86-99.
Toplam 47 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Egzersiz ve Spor Bilimleri (Diğer)
Bölüm Makaleler
Yazarlar

Çiğdem Karagülmez Sağlam 0000-0002-6924-1326

Erman Doğan 0000-0002-3214-0978

Erken Görünüm Tarihi 29 Eylül 2023
Yayımlanma Tarihi 30 Eylül 2023
Kabul Tarihi 29 Eylül 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 5 Sayı: 2

Kaynak Göster

APA Karagülmez Sağlam, Ç., & Doğan, E. (2023). Examination of Physical Education and Sports Teachers’ Intelligence Areas Based on the Theory of Multiple Intelligence. Avrasya Spor Bilimleri Ve Eğitim Dergisi, 5(2), 363-380. https://doi.org/10.47778/ejsse.1336771
AMA Karagülmez Sağlam Ç, Doğan E. Examination of Physical Education and Sports Teachers’ Intelligence Areas Based on the Theory of Multiple Intelligence. EJSSE. Eylül 2023;5(2):363-380. doi:10.47778/ejsse.1336771
Chicago Karagülmez Sağlam, Çiğdem, ve Erman Doğan. “Examination of Physical Education and Sports Teachers’ Intelligence Areas Based on the Theory of Multiple Intelligence”. Avrasya Spor Bilimleri Ve Eğitim Dergisi 5, sy. 2 (Eylül 2023): 363-80. https://doi.org/10.47778/ejsse.1336771.
EndNote Karagülmez Sağlam Ç, Doğan E (01 Eylül 2023) Examination of Physical Education and Sports Teachers’ Intelligence Areas Based on the Theory of Multiple Intelligence. Avrasya Spor Bilimleri ve Eğitim Dergisi 5 2 363–380.
IEEE Ç. Karagülmez Sağlam ve E. Doğan, “Examination of Physical Education and Sports Teachers’ Intelligence Areas Based on the Theory of Multiple Intelligence”, EJSSE, c. 5, sy. 2, ss. 363–380, 2023, doi: 10.47778/ejsse.1336771.
ISNAD Karagülmez Sağlam, Çiğdem - Doğan, Erman. “Examination of Physical Education and Sports Teachers’ Intelligence Areas Based on the Theory of Multiple Intelligence”. Avrasya Spor Bilimleri ve Eğitim Dergisi 5/2 (Eylül 2023), 363-380. https://doi.org/10.47778/ejsse.1336771.
JAMA Karagülmez Sağlam Ç, Doğan E. Examination of Physical Education and Sports Teachers’ Intelligence Areas Based on the Theory of Multiple Intelligence. EJSSE. 2023;5:363–380.
MLA Karagülmez Sağlam, Çiğdem ve Erman Doğan. “Examination of Physical Education and Sports Teachers’ Intelligence Areas Based on the Theory of Multiple Intelligence”. Avrasya Spor Bilimleri Ve Eğitim Dergisi, c. 5, sy. 2, 2023, ss. 363-80, doi:10.47778/ejsse.1336771.
Vancouver Karagülmez Sağlam Ç, Doğan E. Examination of Physical Education and Sports Teachers’ Intelligence Areas Based on the Theory of Multiple Intelligence. EJSSE. 2023;5(2):363-80.
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