The Effects of instruction based on multiple intelligence theory on students science achievement, attitudes towards science and retention of knowledge in primary school fifth grade heat unit

vıı ABSTRACT The Effects of Instruction based on Multiple Intelligence Theory on Students' Science Achievement, attitudes Toward Science and Retention of Knowledge in Primary School Fifth Grade Heat Unit Güzin Özyılmaz Akamca The purpose of the research was to investigate the effects of Heat unit developed according to the principles of Multiple Intelligence Theory and that with traditionally designed science instruction on students' science achievement, attitudes toward science as a school subject and retention of knowledge. This study was also interested in comparison of intelligence types that each student use before and after the treatment This experimental research was conducted in the second term of 2002- 2003 eduational year with fifth graders in Buca Meşkure Şamlı Elementary School, and lasted for five weeks. Two classes were randomly selected/The experimental group instructed through multiple intelligence strategies whereas the control group utilized traditional methods. The measurement instruments utilized were Science Achievement Test, Science Attitute Scale and Self Assesment Scale in Multiple Intelligence Fields. The analyses with independent t- test and Anova for Repeated Measures at the significance level.05 revealed the folio wings: There is significant difference between the effect of instructional strategies used according to the principles of Multiple Intelligence Theory and that of traditional designed science instruction in the favor of the experimental group on understanding of science knowledge and on students' retention of knowledge. On the other hand no effect in terms of students' general attitudes toward science was found. Keywords: Multple Intelligence Theory, Science Education, Attitude Toward Science.