Enhancing learning through multiple intelligences

Date

2006-03-01

Author

Özdemir, Pınar
Güneysu, Sibel Çiğdem
Öztekin, Ceren

Metadata

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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.

Subject Keywords

Education, General Agricultural and Biological Sciences

URI

https://hdl.handle.net/11511/39802

Journal

JOURNAL OF BIOLOGICAL EDUCATION

DOI

https://doi.org/10.1080/00219266.2006.9656017

Collections

Department of Mathematics and Science Education, Article

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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.