Özet:

The basis of Multiple Intelligence Theory contains development and learning during life time. According to this theory all human have different intelligences which are verbal-linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal and naturalist intelligences in varying amounts. In this study, the attitude toward Chemistry Lesson, the Multiple Intelligence Fields of the 1st class students in the program of Class Teaching and Science Teaching at Trakya University, Faculty of Education, and the relation between their attitudes, their multiple intelligence fields and their success in Chemistry and Turkish Language Lessons were investigated. In order to find out the intelligence fields of students the inventory of multiple intelligence taken from Saban 2002 was used. And the chemistry lesson attitude scale developed by Morgil etc. 2000 was utilized to establish their attitudes toward chemistry lesson. The data obtained were evaluated in SPSS 11.0 package program, and variation analysis, t-test and correlation analyses for all data were applied. As a result of research it was found that students were positive in their attitude toward chemistry lesson and their intelligence fields were expanded through developed medium-level as homogenous to all intelligence fields. The significant differences were found out between students’ intelligence fields regarding their main branches., and a relationship existed between students’ attitude toward chemistry lesson and their logical/mathematical and verbal/linguistic of intelligence fields, and between students’ success in chemistry lesson and logical/ mathematical field of intelligence

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