Enhancing learning through multiple intelligences

Özdemir, Pınar
Güneysu, Sibel Çiğdem
Öztekin, Ceren
This study investigated whether there was a significant difference between multiple intelligence instruction (MII) and traditionally designed science instruction (TDSI) on fourth grade students' understanding of concepts associated with the 'Diversity of Living Things' unit. Students' intelligence types were also examined. There were two randomly-selected classes of 35 students of between 9 and 10 years old. The experimental group was instructed through Multiple Intelligence strategies while the control group employed traditional methods. The assessment tools were the Diversity of Living Things Concepts Test (DLTCT) and the Teele Inventory of Multiple Intelligences (TIMI). Before treatment, no statistically significant difference between the groups was found in terms of understanding of diversity of living things concepts. After treatment, independent t-test analysis indicated that MII produced significantly greater achievement in the understanding of diversity of living things concepts (p < 0.05) and on students' retention of knowledge (p < 0.05). The results of TIMI revealed that fourth grade students' most dominant intelligence was logical-mathematical intelligence both before and after treatment. However, after treatment, some variations were observed.


Improving achievement through problem-based learning
Sungur, Semra; Öztekin, Ceren; Geban, Ömer (Informa UK Limited, 2006-09-01)
In this study, the effect of problem-based learning on students' academic achievement and performance skills in a unit on the human excretory system was investigated. Sixty-one 10th grade students, from two full classes instructed by the same biology teacher, were involved in the study. Classes were randomly assigned as either the experimental or the control group and were pre- and post-tested to determine their academic achievement and performance skills before and after the treatment. The experimental gro...
Novice and experienced science teachers’ conceptual knowledge of evolutionary theory within the context of micro-and macroevolution
Yesilyurt, Ezgi; Öztekin, Ceren; Çakıroğlu, Jale; Deniz, Hasan (Informa UK Limited, 2019-01-01)
The purpose of this study was to explore science teachers' conceptions about micro-and macro-evolutionary processes. In this study, a case study was employed to compare and contrast novice and experienced middle school science teachers' evolution conceptions. The data were collected using four micro-and macro-evolutionary scenarios alongside cognitive interviews. The findings illustrated that while the novice teacher mostly provided non-Darwinian explanations, the experienced teacher predominantly applied k...
The effect of explicit embedded reflective instruction on nature of science understandings in advanced science students
Koksal, Mustafa Serdar; Çakıroğlu, Jale; Geban, Ömer (Informa UK Limited, 2013-12-01)
The purpose of this study is to investigate the effectiveness of explicit-embedded-reflective (EER) instruction in nature of science (NOS) understandings of ninth-grade advanced science students. This study was conducted with 71 students, who were divided into three groups, by using non-equivalent quasi-experimental design. In the treatment groups, the EER teaching was conducted, while in the comparison group NOS instruction was carried out in the same time interval by lecturing, demonstration and questioni...
Using the conceptual change instruction to improve learning
Alparslan, C; Öztekin, Ceren; Geban, Ömer (Informa UK Limited, 2003-06-01)
This study investigated the effect of conceptual change instruction on Grade 11 students' (aged 16 - 17 years) understanding of respiration. To first determine students' misconceptions, ten Grade 11 students were interviewed and data obtained from these interviews and related literature was used to develop the Respiration Concept Test used in the next stage of the research. The test was administered to a total of 68 Grade 11 students in two classes of an urban high school. The experimental group consisted o...
Using technology in preventing and remedying seventh grade students' misconceptions in forming and solving linear equations
Erek, Görkem; Erbaş, Ayhan Kürşat; Department of Educational Sciences (2008)
The purposes of this study was to investigate seventh-grade students’ misconceptions related to forming and solving equations and examine the role of technology use in preventing and remedying these misconceptions. A group of 18 seventh grade students was given a diagnostic test before they started the equations unit to determine their misconceptions related to the topic. Students studied equations for 6 weeks and half of the instruction took place in the computer lab where they used various electronic mani...
Citation Formats
P. Özdemir, S. Ç. Güneysu, and C. Öztekin, “Enhancing learning through multiple intelligences,” JOURNAL OF BIOLOGICAL EDUCATION, pp. 74–78, 2006, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/39802.