Abstract:

This study aims to explore the relationships between the multi-intelligence fields of teachers' knowledge and learning forms and styles. Relational research method is used. The study was attended by 64 teachers who studied in the second class of the Science Knowledge Department. In the research, Multiple Intelligence Inventory (CKE) and Learning Styles Inventory (OSE) were used as a data collection tool. The data has been analyzed with simple correlation and one-way variance analysis (ANOVA). Scientific knowledge teachers' candidates' "Mental" intelligence fields are linked to the "Mental" and "Social" intelligence fields with the "Reflective Observation" and the "Mental" and "Social" intelligence fields with the "Mental" and "Social" intelligence fields with the "Reflective Observation" and the "Mental" and "Social" intelligence fields are linked to the "Mental" and "Social" intelligence fields with the "Mental" and "Social" intelligence fields. Scientific knowledge with a "changing" learning style has been found that teachers' candidates are lower in the field of "Mental" intelligence; in the field of "Social" intelligence, the teachers' candidates with a "distinguishing" learning style have received higher scores. According to the results obtained, multiple fields of intelligence and learning forms and styles are related to each other. In this context, research to be carried out to determine the relationships between multi-intelligence fields and learning forms and styles for quality education will help to determine the characteristics to be taken into account in the teaching of subjects.