The effect of multiple intelligence theory on the achievements and attitudes of secondary school 5th grade students in the sun, earth and moon unit

The general purpose of the research is; The aim of this study is to investigate whether there is a significant difference between the academic achievement levels of 5th grade secondary school students in Science education related to the "Sun, Earth and Moon" unit and their attitudes towards Science, between CZK-supported teaching and current science teaching. The research was conducted on 71 students studying at Sancaklar Secondary School in Siirt province in the fall semester of the 2022-2023 academic year. During 6 weeks and 24 lesson hours, lesson plans prepared according to subject achievements were taught to the experimental group, and lessons were taught according to the curriculum in the control group. In the quantitative dimension of the research, a quasi-experimental design with pre- and post-test was used, and in the qualitative dimension, a phenomenological design was used. Readiness Test (HBT), Science Achievement Test (SBT) and Science Attitude Scale (FTÖ) were used as quantitative data collection tools in the study. Qualitative data were obtained from semi-structured interview forms applied to 10 randomly selected students in the experimental group. In the analysis of quantitative data, t test and ANOVA analyzes were made using the SPSS 24 program. When the science achievements of the experimental and control groups were compared in line with the quantitative data obtained from the research, it was seen that the success of the experimental group increased more. It was concluded that the Multiple Intelligence Theory activities applied to the experimental group had a positive effect on the success of the students. When science attitudes were examined, it was observed that the first and last test attitudes increased at the same level. It was concluded that CZK activities did not make a big difference on science attitudes compared to the currently applied method activities. Additionally, no significant difference was found between the effects of students' gender, their parents' educational background, and previous years' science written scores on science achievement. Suggestions were made for new studies in connection with the results obtained.