The successes of the eight grade students of a primary school the retention of knowledge which they learn, attitudes and perceive of "chemical connection" according on the theory of multiple intelligences the teaching affections

In this research the successes of the eighth grade students of a PrimarySchool in the Science lesson the retention of knowledge which they learnt,attitudes and perceive of ? Chemical connection? according to traditionalteaching methods depending on the theory of multiple intelligences the teachingaffections wanted to be researched.The subject of research was chosen by eighth grade students ofDiyarbakır Huzurevleri Primary School in the first term of 2004-2005. Inresearch at that school from 8 A, 8 B and 8 C and from seventh ( 7 th ) class inthe Science lesson two homogeneousgroups were formed whose Marks arebetween 3 and 5 ( 30-30 ) . One of the group was appointed as an experimentgroup the next is the control group. The research was applied about two weeksby 60 students that consist of 3 hours for a week.In the research applied by control group as pretest-ultimate test desing.By this aim, the unit of ? Chemical connection? subject of Science the cognitivequalified knowledge and upknowledge ( comprehension and practice ) levels andsome attitudes which prepared previously and affective attributes as attitudeswere kept limitedly. As data gathering instrument preknowledge test, successtest, the scale of attitude and Multiple intelligences inventory were used with thepoints from these instrument response was found.The diagnosis from the research can be summarized as:1. In the Science lesson the subject of ?Chemical connection? subject of? Chemical connection?which applied on experiment group as a theory ofMultiple intelligences and a control groupas a traditional method according totheir the average of success a meaningful difference was found , the practice ofthe theory of multiple intelligences was more affective on teaching.2. In the Science lesson about ? Chemical connection? a meaningfuldifference was found between the points of retention test among the group of thetheory of multiple intelligences and the group of the traditional method, theretention of the theory of multiple intelligences teaching was more affective.3. In the Science lesson about ? Chemical connection? according to theattitudes of groups the paractice on theory of multiple intelligences and thelearning of the traditional method there was found a menaingful difference ofretention among their last attitudes points according to the students? attitudes theteaching of the theory of multiple intelligences were more afective.4. In the Science lesson about ? Chemical connection? after practice ofbased on the theory of multiple intelligences amonf the group of the theory ofmultiple intelligences and the group of traditional method according to multipleintelligences there was found a meaningful difference that according to thestudents? attitudes the theory of multiple intelligences teaching was moreaffective.In the light of the results of the research, in the teaching of Science theteaching of the theory of Multiple intelligences the affect with the actulalizingabout cognitive learning and about having affective attributescan be said.Moreover we can say the teaching based on the theory of Multiple intelligenceshas a positive advantage on developing students? intelligence fields.As a conclusion we can say that, the activities of teaching based on thetheory of multiple intelligences had a meaningful affect on students about thesuccesses of ? Chemical connection? subject , the retention of learnedknowledges , attitudes and perceives.The results of the research has similarities from the local and foreignresults of the researches.Key Words: Science Education, The Theory Of Multiple İntelligences,Chemical Connection, Traditional Teaching Methods, İntelligences.