Çoklu zeka kuramına göre hazırlanan öğretim etkinliklerinin 9. sınıf öğrencilerinin biyoloji başarılarına ve öğrenilen bilgilerin kalıcılığına etkisi
The effects of education activities that are prepared according to the theory of multiple intelligences on 9th class students' success of biology and the knowledge that are learned
Yazar: CANAN ETLİ
Danışman: PROF.DR. KAZIM YILDIZ
Gazi Üniversitesi / Eğitim Bilimleri Enstitüsü / Ortaöğretim Fen ve Matematik Alanları Eğitimi Ana Bilim Dalı
Derece: Yüksek Lisans, 2007
Konu: Biyoloji = Biology ; Eğitim ve Öğretim = Education and Training

Özet:
This research has been planned to identify the social and emotional developmentcharacteristics of autistic children between 24-36 months.The research group is comprised of 60 autistic children (10 girls and 50 boys) whoseages vary between 24-36 month who are registered with the Autistic Children Protection andOrientation Association (ODER). In the research, the ?Personal Information Form? has beenused to gather information about the autistic children and their families and the ?Scale for theEvaluation of Social and Emotional Development for Autistic Children? which was developedby the researcher to identify the social and emotional development characteristics of the child.Information on the research has been obtained through face-to-face interviews with thefamilies by the researcher. The structural validity of the test has also been identified by way ofcomparison of the groups whose condition is known in terms of the measured characteristic.For this purpose, the results of the t-test performed for the points which the normal andautistic children obtained in the scale for the evaluation of social and emotional developmenthave been calculated. A significant difference has been found between the points which theautistic and normally-developing children obtained in the scale for the evaluation of socialand emotional development [t = 13.30, p < 100]. The test points which the children whodisplay normal development (X = 213.66) are higher compared to those obtained by theautistic children (X = 148.80).Cronbach's Alpha coefficient has been calculated with regardto the reliability of the scale for the evaluation of social and emotional development, and onthe other hand, the item correlation aggregates have been calculated in order to explain towhat extent the items contained in the test distinguish the individuals in terms of the measuredcharacteristic. Cronbach's Alpha coefficient is .92 for the autistic children; .89 for normallydevelopingchildren and .97 on the total. Item-total correlations are observed to vary between.86 and .33. These results indicate that all of the items sufficiently distinguish the children interms of social-emotional development. The fact that the revised item-total correlations are.30 and higher is consrued that the items well distinguish the individuals in terms of themeasured characteristic.In the statistical evaluation of the data so obtained, the Mann Whitney-U Test andKruskal Wallis-H Test which are of non-parametric tests have been performed. According tothe data obtained; it is observed that there is a significant difference between the pointsobtained in the scale for the evaluation of social and emotional development by the childrenby the number of siblings and sequence of birth (p < 0.5). it is observed that there is asignificant difference between the points of the scale for the evaluation of social andemotional development of the children by the father's status of education (p < 0.5).

Abstract:
In the Research, the feasibility of the Multiple Intelligences Theory in the education of Biology and its effects on students? success and permanence of the knowledge that are learned have been evaluated.The people who have taken part in the research are the students that takes biology lesson in high schools. The Studentes groups that have taken part in the Research are Students of 9A and 9D in Hakkâri High School. While 9A is the experiment group, 9D is the control group. The number of the Students in the study groups is seventy two.In the research, a pre-test and a final-test have been used for experiment and control groups. One mounth later, the final-test has been done again as a permanence test. The differences between the success points of experiment and control groups have been controlled with a ?t? test. In the Research, significance/meaningfullness level has been accepted as .05.At the and of the research;1) In the application process that has been carried on by a lesson plan prepared according to the Multiple Intelligences Theory, it has been observed that the Studentes have taken part in lessons actively, they have showed concern for the different methods and materials and they have got impressed by the applications.2) While there isn?t a significant difference between the pre-test points of the groups, a significant difference has been seen between their final test points in favour of experiment group. It has been seen that the activities that has been prepared according to the Multiple Intelligences Theory has effected the students? success positively.3) It the has been determined that there is a significant difference between the final test and the permanence test points of the control group but there isn?t a significant difference between the final test and permanence test points of the experiment group. It has been seen that the knowledge that have been learned by the activities according to the Multiple Intelligences Theory are more permanant than the ones that have been learned according to the traditional methods.At the end of the research, there are some suggestions that are made by researcher according to the data.