Examination of primary grade 8 th science textbook activites according to multiple intelligence theory

The human brain has a complex structure. While analyzing this structure, we can say that intelligence and its definition are very difficult. Many theories have been put forward to analyze and describe this complex structure. Among these theories, Howard Gardner's "multiple intelligence theory" is the most suitable for today's individual and constructivist understanding of education. In addition, it is necessary to evaluate the activities in the textbooks in terms of these intelligence areas and to examine their suitability for the developmental levels of the students and to determine what kind of arrangements should be made. This study is extremely important in order to increase efficiency in education. The main purpose of this research is; The aim of this study is to examine the intelligence fields of thirty-two textbook activities, which are given under the title of "activity" in the eighth grade primary school science textbook, and to determine their suitability for the theory of multiple intelligences. While collecting the data, the intelligence areas determined by Howard Gardner and the items containing the criteria for this intelligence area were examined. It has been determined that the texts in each step of the activities are included in which intelligence area and which criterion class belonging to this intelligence area according to the multiple intelligence theory. Qualitative research method was used in the research. The data were analyzed by document analysis and descriptive analysis. As a result of this research, it is seen that the findings related to visual-spatial intelligence, bodily-kinesthetic intelligence, logical-mathematical intelligence, verbal-linguistic intelligence are the most common, while the findings of social-interpersonal intelligence, natural intelligence and intrapersonal intelligence are limited in number. It was observed that there was no finding in the field of music-rhythmic intelligence. In addition, while the diversity of the intelligence field in terms of number for each activity is at a level to be considered sufficient, it is seen that the diversity of the intelligence field in all activities is not at a sufficient level in general.