The appropriateness of the Turkish coursebooks, the student's books and the teacher's books taught in the primary school to the multiple intelligence theory

The issue of what intelligence is and how it ought to be defined has been a concern to many educators for long years. Those who see intelligence with a traditional viewpoint discriminated people as?the ones who are intelligent? and ?the ones who are not intelligent.? With the Theory of Multiple Intelligences a brandnew aspect was developed for the classification of intelligences. The Theory of Multiple Intelligences formed the basis of educational philosophy appropriate for individuals with its novelties.The aim of this study is to try to determine to what extent Coursebooks, Student?s Workbooks and Teacher?s Books used as a source in Turkish lessons at secondary grades in primary schools were written by taking the Theory of Multiple Intelligences in to consideration. While the universe of the research consists of all of Coursebooks, Student?s Workbooks and Teacher?s Books for Turkish lessons at secondary grades in primary schools, the sample of the research consists of Coursebooks, Student?s Workbooks and Teacher?s Books by the Ministry of Education for Turkish lessons at secondary grades in primary schools.During the research, texts selected from Student?s Coursebooks were examined, and besides it was tried to find out that the expressions in the texts aimed at which intelligence types of students. Having been examined, all the activities in Student?s Workbooks were determined that they aimed at which intelligence types, and their percentages were calculated. Then, the data were transferred in to the table. As for Teacher?s Books, all the guiding expressions and additional activities -if available- were examined. In addition, the percentages in the total kinds of intelligences were presented in the form of tables after guiding expressions and additional activities were found out that they aimed at which types of Multiple Intelligences. In conclusion, it was found that the books in question which are used as sources in primary education were not written by taking into account the Theory of Multiple Intelligences in an adequate level. It also appeared that each kind of intelligences was not given importance in the books in a sufficient level and that the activities in the Student?s Workbooks and the guiding expressions in the Theacher?s Books aimed at verbal-linguistic intelligence of students more despite the fact that the texts chosen include a great many types of intelligences.Key Words: Primary Education, Coursebooks, Student?s Workbook, Teacher?s Books, Theory of Multiple İntelligences.