Determining more dominant types of intelligences on seventh grade children and teaching with activities of multiple intelligences theory

The aim of this study is to determine different intelligence types on individuals, to investigate the effect of Multiple Intelligence Theory compared to the traditional Teaching method on grade-7 science and technology students? achievement, retention of their knowledge, attitude and perceptions in the topic of atom and atomic structure and to identify the suitability of Multiple Intelligences Theory on the elementary science curriculum.In this study, pre test-post test control group design was used. The study, consisted of total 60 students from 7-A (N=30) and 7-B (N=30) in Ankara-Elmadağ Gümüşpala Elementary School, was carried out about 4 normal lesson-hour in per week, during 3 weeks in 2007-2008 second semester. It was applied to pre test during the first week and post test during the last week. The topic of atom and atomic structure was taught with students of control group, was randomly selected between two groups, according to the traditional teaching method, while the students of experimental group were taught according to the Multiple Intelligence Theory. Both the lessons of two groups were carried out by the researcher. The education of control group was completed in 10 lesson-hours, whereas the education of experimental group was finished in 10 lesson-hours.In the beginning of this study, the Prior Knowledge Test for identifying their pre-knowledge, the Test of Logical Thinking for identifying their mentally development level, the Cognitive Procedure Ability Test for identifying their cognitive level, the Attitude and Perception Questionnaire for identifying the students? attitudes toward science and perceptions of ways of science and learning of science and the Post Knowledge Test for identifying their conceptional perception and expressional knowledge were applied to all students.The data obtained from this study were assessed by using computer SPSS 11.5 (Statistical Package for Social Science) program. In assessing the hypothesis, t-test and one way ANOVA were used.The results of Statistical analysis indicated that the teaching Activities Based on the Multiple Intelligences Theory, meaningfully contributed on the students? achievement, retention of their knowledge, attitude toward science and perceptions of ways of science and learning of science in the topic of atom and atomic structure, also these statistical findings were compatible with the researcher?s observations in the classroom.Key Words: science education, chemistry education, Multiple Intelligences Theory, traditional teaching method, atom, atomic structure