THE EFFECTS OF MULTIPLE INTELLIGENCES BASED INSTRUCTION ON STUDENTS’ PHYSICS ACHIEVEMENT AND ATTITUDES

TitleTHE EFFECTS OF MULTIPLE INTELLIGENCES BASED INSTRUCTION ON STUDENTS’ PHYSICS ACHIEVEMENT AND ATTITUDES
Publication TypeJournal Article
Year of Publication2017
AuthorsGurcay, D, Ferah, HO
JournalJournal of Baltic Science Education
Volume16
Issue5
Start Page666-677
PaginationContinuous
Date PublishedOctober/2017
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersE-ISSN 2538-7138
Keywordsforce and motion, multiple intelligences, physics education
Abstract

The aim of this research is to examine the effects of multiple intelligences based instruction on the 9th grade students’ achievements and attitude towards the Force and Motion topics in physics. The participants of this research are composed of randomly selected 95 ninth graders, who were divided into two experimental and two control classes. The experimental groups were exposed to lesson plans based on the multiple intelligences for six weeks. In the control groups, traditional instruction was conducted. Force and Motion Achievement Test, Force and Motion Attitude Scale, Revised Student Multiple Intelligences Profile Questionnaire and Students’ Views about MI-based instruction Questionnaire were used as research instruments in this research. As a result of this research, it was found that multiple intelligences based instruction had a significant effect on students’ achievements in the Force and Motion topics. However, multiple intelligences based instruction had any significant effect on students’ attitudes towards force and motion topics. In addition, a large majority of the students in the experimental group found the courses based on multiple intelligences more enjoyable and found more instructive.

URLhttp://oaji.net/articles/2017/987-1509213737.pdf
Refereed DesignationRefereed
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