The effect of multi-intelligence over successes, understandings and behaviours of students in terms of growth and development in primary education eighth grade science course

In this study, the effect of education activities prepared on the basis of Multi-Intelligence Theory over successes, behaviors and interpretations of students inScience Course was studied to be determined.In the study, in the primary education 8. grade level, the subject of ?Growthand Development? of Science Course was discussed. The study was carried out inÇorum Province İskilip County Paşaçayırı Fatih Primary School, 8. grade andÇatkara Primary School 8. grade, both of whichare determined to be equal based onthe preliminary tests. Paşaçayırı Fatih Primary School was selected as control group,and Çatkara Primary School was selected as experiment group. In control group thetraditional Education Method activities, and in experiment group Multi-IntelligenceTheory activities were applied. In the study, the pre-test and final-test pattern wasimplemented. As data collection tool, Science Success Test, and Behavior andInterpretation Survey were used.The data of the Science Success Test (Final) of both the experiment group onwhich Education activities prepared based on the Multi-Intelligence Theory wasapplied and the control group on which the traditional education method was appliedwere compared and no significant difference was found.The final and pre-test data of the Science Success Test which applied on theexperiment and control groups were studied and a significant different was found infavor of the experiment group.When the data of the behavior and interpretation survey which was applied tothe experiment and control group was studied, a significant difference was found infavor of experiment group in terms of behavior and interpretation.As a result, considering the different intelligence areas; it can be stated thatthe successes, behaviors and interpretations of students in the subject of ?Growth andDevelopment? in Science Course were affected positively.