Abstract:

This research was carried out with the aim of identifying the effects of multi-intelligence theory in teaching primary school eighth class students with a multi-intelligence-backed Turkish lesson presentation. For this purpose, in the 1st semester of the 2010-2011 educational year, the Trabzon Akçaabat Kavaklı Primary School has been applied to a total of 90 students by selecting the experimental group (8-B and 8-D classes, 45 students) and the control group (8-A and 8-C classes, 45 students). In the random-defined experiment and control group, equality is provided according to the gender, number of students and the results of the Multiple Intelligence Form. In the study, the experimental group was presented with teaching based on Multiple Intelligence Theory (CZK) and in the control group with traditional teaching. The evaluation exam, prepared by the researcher as a data collection tool in the study, consisting of 25 questions, was implemented at the beginning of the teaching, at the end of the teaching and 21 days after the teaching (to measure the durability). Students in the experiment group were asked to write daily about the courses and the student’s diaries were also used as a data collection tool and content analysis was done on them. Also, the attitude scale was applied to determine the students' attitude to the class. The data is analyzed by using the "t" test in the SPSS 17.0 program. According to the research, the group where the Multi-Intelligence-backed course presentation was performed in Turkish courses was more successful than the group where the traditional course presentation was performed and the Czech-backed course presentation increased the durability of the learned information and the interest of the students in the course.

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