THE EFFECT OF ACTIVITIES BASED ON MULTIPLE INTELLIGENCES THEORY ON PRIMARY SCHOOL STUDENTS' ATTITUDES TOWARDS SCIENCE

Gamze Hastürk, Mahmut İnce

Abstract


This research was conducted to determine whether there was a significant difference in the attitudes toward science between the experimental group, which was taught the "Human and Environment" unit in the fourth-grade science course, and the control group, which was taught activities from the 2018 Science curriculum. The study group consisted of 39 students at a primary school in the Central Anatolia Region. Data were obtained using the "Science Attitude Scale," which was administered as a pretest before the intervention and as a posttest after the intervention. During the research, lessons were taught according to a lesson plan prepared with activities based on the Multiple Intelligences Theory in the experimental group, while the control group was taught according to a lesson plan prepared with activities from the 2018 Science curriculum. Data were analyzed using independent and dependent sample t-tests. The results showed that there was no significant difference between the two groups before the experimental study, but that the experimental group's attitudes toward science were significantly higher than the control group's after the intervention. These findings reveal that teaching with activities based on the Multiple Intelligences Theory positively improves students' attitudes towards science.

 

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multiple intelligences theory, primary school science course, science teaching, attitude towards science

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DOI: http://dx.doi.org/10.46827/ejes.v13i2.6535

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