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

Recent studies conducted in science education have focused on identification and elimination of difficulties encountered by students in learning science in order to raise the quality of learning. Some studies have emphasized that students regard physics as a difficult subject to learn and an abstract one (Fonseca & Conboy, 1999; Ornek, Robinson & Haugan, 2008; Whitelegg & Parry, 1999). As reasons for their views, they cite the fact that they have performed many different things such as experiments, formulas, concepts, graphs and calculations at the same time while they are learning physics (Angell, Guttersrud, Henriksen & Isnes, 2004). However, one of the reasons why students have such negative opinions about physics is concerned with the methods, which teachers employ while teaching physics (Zacharia, 2003). Contemporary understanding of education requires that different characteristics of individuals be taken into consideration and that educational activities be planned in accordance with this (Rubin & Herbert, 1998). In this sense, teachers should use learning and teaching methods that take into account the individual differences of students instead of traditional teaching in order to reduce students’ negative attitudes towards physics learning and increase their success. In recent years, efforts have been made to create more efficient learning environments by taking into account the effects of individual differences in learning and various teaching methods have emerged in this regard. Gardner (1983) proposed the multiple intelligences (MI) theory in his book “Frames of Mind: The Theory of Multiple Intelligences”. MI theory goes beyond the classical point of view in the theory and is defined as an individual’s ability to introduce a product, which is considered worthwhile in one or more cultures, and solve a problem they encounter in their daily or professional lives effectively and efficiently (Gardner, 1983). In this sense, Gardner (1983) does not restrict individuals’ capacities to their IQs only and defines seven intelligences, which he argues people possess. Moreover, Gardner also maintains that this number may be inadequate in expressing the multiplicity of human abilities (Chekley, 1997). In support of this, in an Deniz Gurcay, Hatice Ozturk Ferah Hacettepe University, Turkey 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.