The effect of the multiple intelligence theory on the success of a student in understanding ? the genetics unit ? in science teaching

The purpose of this study is to do a research on the effect of the multiple intelligence theory on the success of a student in understanding ? The Genetics Unit ? in science teaching.This experimental study, in which the concepts of pre-test and the final test groups were used, was carried on 51 students going on their educations in Ergazi Primary School in Yenimahalle, a district of Ankara, in spring and fall semesters of 2004-2005 education year. The application was carried out on every class for approximately more than 2 months provided that it took 3 hours for each class and 6 hours for total. In the experiment group, science lessons were given with student centered activities based on Multiple Intelligence Theory whereas in the control group the lessons were given with traditional teaching approach/ methods.In this research, the concept of ? The Genetics Unit ? was taught by taking science lessons into consideration. In the beginning of this study, ? An Equiry on the Evaluation of the Multiple Intelligence Observation Form,? ? An Attitude Tester ?and a ? Prior Knowledge Tests? were applies on every student. In addition, A permanence Test was done by doing A Success Test in both groups approximately a month after the work finished.The results acquired from study were evaluated by using SPSS 11.0 (Statistical Package for Social Science) computer programme. ANCOVA, t-test and z-test were used in the evaluation of the hypotheses. In addition to these chi-square and crosstabs were used to examine the possible differences between the answers given in both experiment and control groups.Statical analysises of the research results showed that both the academic success and the permanence of the subjects that are learned by the students who took science lessons with Multiple Intelligence Theory in the experiment group were highly better than the students? in the control group. The results of the Prior Knowledge Tests (PKTs) in which two independent sample t-tests were done as pres-tests showed that there was not an important difference between the groups, but the Achievment Tests (ATs), which was done as the final test, and the results of the permanence test showed that there were great differences, in favour of the students in the experiment group. According to the results of ANCOVA, the natural intelligence of the students had a great effect on their attitudes towards Science. In addition according to ANCOVA results, there was a great difference between the students? pre-test marks and their average Attitude Test marks.Taking the results of this research as a base it can be infered that Multiple Intelligence Theory is more effective in teaching ? The Genetics Unit ? in science education and in the level of students? success than traditional methods.