Abstract
Research population consists of 15 children who attended a 5 week (3 days a week) nature-activities course with the consent of their parents during the summer term of 2016 - 2017 academic year. Participants were selected from children who had never taken part in a nature activity before. Measurement tool of this study was “Development of Self-Assessment Scale in Multiple Intelligence Fields” of which validity and reliability test was conducted in 2001 by Gonca Seber. Since participants aged under 18, official consents of their parents were obtained to initiate the research. Next, scales were applied to all participants face-to-face for twice as before and after the implementation of education program. Obtained data were contrasted with the current multiple intelligence level and distribution of students via analyzing the changes was also measured at the end of 5-week education process. Changes detected in each of the multiple intelligence fields were explored and interpreted. Throughout the education process, 4 instructors supervised the participants. As a result linguistic intelligence (t=-5.20; p<0.05), visual intelligence (t=-8.29; p<0.05), mathematical intelligence (t=-13.72; p<0.05), kinesthetic intelligence (t=-6.96; p<0.05), social intelligence (t=-6.16; p<0.05), intrapersonal intelligence (t=-11.01; p<0.05), naturalistic intelligence (t=-8.46; p<0.05) and musical intelligence (t=-12.08; p<0.05) posttest scores of all participants are significantly higher than their pretest scores. A positive and significant relationship was measured between linguistic intelligence and naturalistic intelligence scores (r=0.59; p<0.01). Yet not any significant relationship existed between linguistic intelligence and other types of intelligence. A negative and significant relationship was measured between the scores of kinesthetic intelligence and social intelligence (r=-0.59; p<0.01). A negative and significant relationship was identified between the scores of social intelligence and intrapersonal intelligence (r=-0.52; p<0.01). Key words: Nature-activities, outdoor, multiple intelligence.
Highlights
Obtained data were contrasted with the current multiple intelligence level and distribution of students via analyzing the changes was measured at the end of 5-week education process
As a result linguistic intelligence (t=-5.20; p
A positive and significant relationship was measured between linguistic intelligence and naturalistic intelligence scores (r=0.59; p
Summary
Louv (2005), in his book titled as “Last Child in the Woods”, directed this question to one of the kids; “Do you like playing outdoors?” and here is the answer he received from the respondent child; “I prefer playing. In a study implemented in Norway among 630 teenagers for a period of subsequent 10 years the gravity of recreational outdoor activities between the age group of 13-23 was validated (Kjønniksen et al, 2008) This finding is further supported by the report of Finnish authors Tammelin et al (2003) having put forth that children who spent longer time outside during adolescence period age were more disposed to spend more time outside than their peers once they reached age twenties. Subsequent to analyzing traditional intelligence approach, neuropsychology and development expert Gardner started to research cognitive capacity of humans in the 70s and 80s In his research he claimed to have observed inexplicable things that could not be clarified from a psychometric perspective and stated : “Daily studies I implemented among children and adults with brain disorders have immensely affected me about a physical phenomenon on human nature; human beings are blessed with a large number of extensive skills. In the processing of intelligences Armstrong (1994) listed environmental factors that caused an advantage or disadvantage as below: 1. Opportunity to access resources: Since a child raised in a financially-disadvantaged family has limited/no means to play instruments such as violin or piano, it may be a challenge to develop his/her musical intelligence capacity
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