Investigation of Teachers’ Teachıng Styles Based on the Theory of Successful Intelligence (Example of Diyarbakır Province)
DOI:
https://doi.org/10.5281/zenodo.18011054Keywords:
Theory of successful intelligence, teaching styles, memory skills, analytical, creative, practical thinkingAbstract
The successful intelligence theory developed by Sternberg aims to enhance individuals' metacognitive thinking skills. The purpose of this study is to investigate the teaching styles of teachers working at high schools based on their successful intelligence in terms of memory and analytical thinking, creative thinking, and practical thinking skills, using the Teaching Styles for Successful Intelligence Questionnaire (TSI-Q) developed by Paloş and Maricutoui (2006). The sample of this study comprised 273 teachers from 6 different branches working at high schools in the central districts of Diyarbakır. Data were descriptively analyzed according to gender, educational level, branch, and seniority variables. The analysis of the data included arithmetic mean, frequency, percentage, t-test, one-way ANOVA, Scheffe, and LSD tests. No significant difference was found among the groups in terms of the variables. However, it was determined that teachers had a very high level of self-perception regarding their teaching styles within the framework of the successful intelligence theory. It is important to raise awareness among teachers to enhance their analytical, creative, and practical thinking skills to improve the quality of teaching styles and enrich learning enviroment.
References
Alghazo, K. M., Qbeita, A. A. A. A., Rababah, M. A., & Malkawi, N. A. (2023). English language teachers’ employment of successful intelligence skills. International Journal of English Language and Literature Studies, 12(2), 184-194.
Büyüköztürk, Ş. (2009). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi.
Can, A. (2017). SPSS ile nicel veri analizi. Ankara: Pegem Akademi.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum.
Dağtan, R., & Bulut, İ. (2022). The Turkish adaptation of the teaching style for successful intelligence questionnaire (TSI-Q): validity and reliability study. Bartın University Journal of Faculty of Education, 11(3), 499-516. https://doi.org/10.14686/buefad.981275
Felder, R.M. (1996) Matters of style. ASEE Prism, 6(4), 18 – 23.
Gardner, H. (1993). Frames of mind: the theory of multiple intelligence. New York: Basic Books.
Grigorenko, E. L., & Sternberg, R. J. (2001). Analytical, creative, and practical intelligence as predictors of self–reported adaptive functioning: A case study in Russia. Journal of Intelligence, 29, 57–73.
Grigorenko, E. L., Jarvin, L., & Sternberg, R. J. (2002). School-based tests of the triarchic theory of intelligence: Three settings, three samples, three syllabi. Contemporary educational psychology, 27(2), 167-208.
Gürbüz, S. & Şahin, F. (2018). Sosyal bilimlerde araştırma yöntemleri (5. Baskı). Ankara: Seçkin Kitapevi.
Hedlund, J., Antonakis, J., & Sternberg, R. J. (2002). Tacit knowledge and practical intelligence: Understanding the lessons of experience. United States Army Research Institute for the Behavioral and Social Sciences, Arlington, VA.
Karasar, N. (2016). Bilimsel araştırma yöntemleri. Ankara: Nobel Yay.
Kaufman, S. B. & Singer, J.L. (2004). Applying the theory of successful intelligence to psyhotherapy training and practice. Imagination, Cognition and Personality, 23(4), 325-355
Kuzgun, Y. & Deryakulu, D. (2004). Bireysel farklılıklar ve eğitime yansımaları. Ankara: Nobel Yayın Dağıtım.
Milli Eğitim Bakanlığı (2024). Türkiye yüzyılı maarif modeli öğretim programları ortak metni. Milli Eğitim Bakanlığı.
https://tymm.meb.gov.tr/ortak-metin.
Mitana, J.M.V., Muwagga, A.M. & Ssempala, C. (2019). Assessment for successful intellıgence: a paradigm shift in classroom practice. International Journal of Educational Research Review, 4(1), 106-115.
Mohkamkar A, Shaterian F, Nikookar A. (2024). The effectiveness of education based on successful intelligence on emotional self-awareness and academic engagement of secondary school students. Sociology of Education, 10(1): 305-313.
Organisation for Economic Co-operation and Development. (OECD). (2018). The future of education and skills: Education 2030. Retrieved 20/12/2024 from 114 https://www.oecd.org/education/2030/E2030%20Position%20Paper%20.pdf
Paloş, R. & Maricutoiu, L. P. (2006). The impact of teachers’ thinking and learning styles upon his/her teaching style, Retrieved October, 15, 2024 from www.academia.edu
Paloş, R. & Maricutoiu, L. P. (2013). Teaching for successful intelligence questionnaire (TSI-Q) – a new instrument developed for assessing teaching style. Journal of Educational Science and Psychology, 65(1), 159-178.
Partnership for 21st Century Learning (P21). (2019). Framework for 21st century learning definitions. Retrieved 25/12/2024 from https://www.battelleforkids.org/wpcontent/uploads/2023/11/P21_Framework_DefinitionsBFK.pdf.
Sak, U. & Maker, C.J. (2004). Discover assessment and curriculum model: The application of theories of multiple intelligence and successful intelligence in the education of gifted students. Euroasian Journal of Educational Research, 15, 1-15
Saw, K. N. N., & Han, B. (2021). Effectiveness of successful intelligence training program: A meta‐analysis. PsyCh Journal, 10(3), 323-339. doi: 10.1002/pchj.443.
Saw, K. N. N., & Han, B. (2021). Effectiveness of successful intelligence training program: A meta‐analysis. PsyCh Journal, 10(3), 323-339.
Sevinç, M., & Palut, B. (2015). Adaptation of the “thinking styles inventory for teachers”: Assessment of validity and reliability. Bogazici University Journal of Education, 25(2), 1-19.
Sternberg, R. J., Ferrari, M., Clickenbeard, P.R., ve Grigorenko, E.L.(1996). Identification, instruction, and assessment of gifted children: Construct validation of a triarchic model. Gifted Child Quarterly, 40, 129-137.
Sternberg, R. J., Torff, B., & Grigorenko, E. (1998). Teaching for successful intelligence raises school achievement. The Phi Delta Kappan, 79(9), 667-669.
Sternberg, R. J. (2002). Raising the achievement of all students: teaching for successful intelligence. Educational Psychology Review, 14, 383-393.
Sternberg, R.J. & Swerling, L.S (2002). Teaching Thinking (3th ed.). Washington D.C.: American Psychological Association.
Sternberg, R. J. & Grigorenko E.L. (2003). Teaching for successful intelligence: principles, procedures and practices. Journal for the Education of the Gifted. 27 (2/3), 207-228.
Sternberg, R. J. (2003). A Broad view of intelligence: The theory of successful intelligence. Consulting Psychology Journal: Practice and Research, 55, 139-154.
Sternberg, R. J. (2004). Culture and intelligence. American Psychologist, 59, 325-338.
Sternberg, R. J. & Grigorenko, E. (2004). Successful intelligence in the classroom. Theory into Practice, 43, 274–280.
Sternberg, R. J. (2005). The theory of successful intelligence. Revista Interamericana de Psicologia/ Interamerican Journal of Psychology. 39( 2), 189-202.
Sternberg, R. J. (2006a). Successful intelligence. The Latest Information for the Education Practitioner, 1(5), 3-19.
Sternberg, R. J. (2006b). The Rainbow project: Enhancing the SAT through assessments of analytical, practical and creative skills. Elsevier, Intelligence 34, 321-350. http://f20.blog.uni-heidelberg.de/files/2008/02/the-rainbow-project.pdf.
Sternberg, R. J. & Grigorenko E.L. (2007). Teaching for successful intelligence (To increase student learning and achievement) (2nd Ed.). California: Corwin.
Sternberg, R. J. (2009). Reflections on ethical leadership. In D. Ambrose ve T. L. Cross (Ed.), Morality, ethics and gifted Minds. New York: Springer.
Sternberg, R. J. (2012). The assessment of creativity: An investment-based approach. Creativity Research Journal. 4(1),3-12.
Sternberg, R. J. (2015). Successful intelligence: A model for testing intelligence beyond IQ tests. European Journal of Education and Psychology, 8, 76-84.
Sternberg, R. J. (2019). A theory of adaptive intelligence and its relation to general intelligence. Journal of Intelligence, 7 (23), 2-17.
Sternberg, R. J., Dashtaki,A.S., & Baydil B. (2024). An empirical test of the concept of the adaptively ıntelligent attitude. Journal of Intelligence 12: 49. https://doi.org/10.3390/ jintelligence12050049
Tok, E. ve Sevinç, M. (2010). The effects of thinking skills education on the critical thinking and problem solving skills of preschool teacher candidates. Pamukkale University Journal of Education Faculty. 27, 67- 82.
Zhang, Li, F. & Sternberg, R. J. (2005). A threefold model of intellectual styles. Educational Psychology Review, 17(1), 1-53.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Journal of Curriculum and Educational Studies
This work is licensed under a Creative Commons Attribution 4.0 International License.
