Çoklu zeka temelli öğretimin öğrencilerin canlıların temel bileşenleri kavramlarına ilişkin başarılarına ve biyolojiye karşı tutumlarına etkisi.

The main purpose of this study was to compare the effectiveness of multiple intelligences based instruction (MIBI) over traditionally designed instruction on ninth grade students’ achievement in the unit of basic compounds of living organisms concepts and attitude toward biology as a school subject. In addition, the effect of gender difference on achievement in the unit and attitudes toward biology were investigated. Students’ science process skills were also investigated. 59 ninth grade students from two different classes taught by the same teacher at a public Anatolian high school in Kırşehir were enrolled in the study during first semester of 2011-2012 academic years. The classes were randomly assigned as control group and experimental group. While control group students were instructed by traditionally designed biology instruction, the experimental group students were instructed with MIBI over a period of ten weeks. Basic compounds of living organisms achievement test and attitude scale toward biology were given to both groups as a pre-test and post-test. Science Process skills test was given at the beginning of the study to determine students’ science process skills. Interviews were hold with some students in the experimental group and the teacher to get their opinions about the implementation of MI based instruction. Multivariate Analysis of Covariance (MANCOVA) was used to analyze the data. The results of the study revealed that MIBI compared to traditional instruction was more effective to improve students’ achievement in the unit of basic compounds of living organisms. However there was no significant effect of MIBI on students’ attitude toward biology. Moreover there was no significant effect of gender difference on both students’ achievement in the unit and attitudes toward biology. The results of interview showed that both students and the teacher had positive opinions toward MIBIPh.D. - Doctoral Progra