Kuram ve Uygulamada Eğitim Bilimleri • Educational Sciences: Theory & Practice - 11(3) • Summer • 1641-1649 ©2011 Eğitim Danışmanlığı ve Araştırmaları İletişim Hizmetleri Tic. Ltd. Şti. An Evaluation of the Teaching Activities Implemented in the Elementary Science and Technology Courses in Terms of Multiple Intelligence Theory: A Sample from Adana* Ayten İFLAZOĞLU SABANa Çukurova Üniversitesi Abstract The aim of this study was to evaluate to what extent class activities at the Elementary Science and Technology course address intelligence areas. The research was both a quantitative and a qualitative study. The samp- le of the study consisted of 102 4th grade elementary teachers, 97 5th grade elementary teachers, and 55 6th, 7th, and 8th grade science and technology teachers, including 254 teachers in total. The data in the study were collected through “The Inventory of Class Activities Done in line with the Intelligence Areas”, and “the Semi- structured Interview Form”. The quantitative data were analyzed by descriptive statistics such as mean, stan- dard deviation, and one-way analysis of variance. The qualitative data were analysed by content analysis as well. It was found that teachers generally used activities addressing for all intelligence areas, they were awa- re of the multiple intelligence theory, not the subject teachers but the elementary teachers and the senior te- achers use teaching activities for more than one intelligence area in their classes. It was determined from the teachers’ responses to the questionnaire that teachers were aware of the activities for intelligence areas. Ho- wever, the interviews revealed that they could not transfer their knowledge about intelligence areas into their classes. Therefore; it could be observed and investigated why teachers did not implement their knowledge abo- ut multiple intelligence theory into their classes and their efforts in the preparation, planning, practice and eva- luation phases of teaching. Key Words Multiple Intelligence Theory, Elementary Science and Technology Teaching, Teaching Activities. For the future of societies, science teaching plays a in which scientific knowledge gradually increases, vital role in today’s information and technology era the technology improves fast and we can see the effects of science and technology in every phase of our lives prominently (Milli Eğitim Bakanlığı * The abstract of this study presented in I. National [MEB], 2005; Öztürkmen 2006; Şenyüz, 2008). If Curriculum and Instruction Congress at 13 to 15 we associate the world we live with a rich science May 2010 in Balıkesir/Turkey and technology class, we can understand the im- a PhD. Ayten İFLAZOĞLU SABAN is currently an portance of the innovations and inventions in sci- Assistant Professor at the Department of Ele- ences in both making great contributions to the mentary Education. Her research interests inc- development of the countries and in becoming the lude teaching and learning strategies in teacher education and cooperative learning, multiple in- basis of scientific and technological developments. telligence, elementary education, curriculum de- Besides, a point of view like this makes both sci- velopment and classroom management. Corres- ence and its teaching become more important day pondence: Assist. Prof. Ayten İFLAZOĞLU SA- by day and causes all nations give more importance BAN, Cukurova University, Faculty of Educati- to develop sciences. (Ayas, Çepni, & Akdeniz, 1993; on, Department of Elementary Education, Adana/ Başdağ, 2006; Çepni, 2005; Victor & Kellough, Turkey. E-mail: [email protected]. Phone: +90 322 3386076/21. 1997). 1641 EDUCATIONAL SCIENCES: THEORY & PRACTICE According to Bakaç and Doğan (1994) and Gürdal, Individuals prefer learning through their dominant Şahin, and Çağlar (2001), science is the course in intelligence areas, understanding their environ- which the elementary students have the most dif- ment and realizing themselves. For this reason, the ficulty in understanding although science teaching dominant intelligence areas of the students must comes into prominence so as to serve the knowl- be addressed with the activities presented to them edge in the area of science into the benefits of through the teaching process, their attention must the individual and society. As Brooks and Brooks be attracted, they must be motivated and they must (1993, 1999a, 1999b) claimed, traditional teacher be given opportunities to develop their other in- approaches are mostly limited with the informa- telligence areas that are not dominant by making tion given in the course book, they do not help them participate in other activities. Accordingly, students to think scientifically and to make their the focus of the multiple intelligence theory-based thinking skills develop adequately. For this rea- teaching is addressing not only to the dominant in- son, the understanding “the teacher teaches, the telligence areas but also to the non-dominant ones student learns” replaces with the understanding and providing opportunities to use and develop all “the teacher provides the learning, the teacher and intelligence areas (Armstrong, 2000; Bümen, 2005; the student learn and share together” (Boyd, 2000; Eisner, 2004; İflazoğlu, 2003; Kornhaber, 2004; Gough, 1999; Sani, 2000; Smerdon, Burkam, & Lee, Saban 2004; Temiz, 2007). 1999). Therefore; in this context, the students need Among modern learning theories, multiple intel- to be guided to be more qualified, not passive and ligence theory is one of the leading ones regarding receptors of the knowledge only. Instead, they need the importance given on individual differences. to be active individuals who construct knowledge, In related studies, different aspects of this topic think, do research, question, and produce. (Ercanlı, has been investigated such as the effects of multi- 1997; Gültekin, 2004; İşman, Baytekin, Balkan, ple intelligence theory on students’ achievements Horzum, & Kıyıcı, 2002). (Akamca & Hamurcu, 2005; Aydoğan, 2006; Bü- The multiple intelligence theory is one of the theo- men, 2001; Coşkungönüllü, 1998; Ercan, 2008; ries which put the student into the centre and Etli, 2007; Greenhawk, 1997; Işık, 2007; İflazoğlu, support the necessity for using various teaching 2003; Kaptan & Korkmaz, 2000; Kuloğlu, 2005; strategies in teaching (Baragona, 2009; Gardner, Özyılmaz & Hamurcu, 2005; Temur, 2001; Torun, 1993). Both right and left hemisphere of the brain 2009; Yıldırım, 2006; Yıldırım, Tarım, & İflazoğlu, become active through the usage of multiple intel- 2006); the effects of multiple intelligence theory ligence theory in the learning environments in the on students’ attitudes (Akamca & Hamurcu, 2005; classrooms (Gardner 2004). As a result of this, the Coşkungönüllü, 1998; Kuloğlu, 2005; Şengül & Öz, usage percentage of the human brain increases. 2008); the distribution of students according to in- The students develop higher thinking skills; their telligence areas (Gürçay & Eryılmaz, 2002; Kuloğlu, imagination grows rich and their learning activ- 2005; Rammstedt & Rammsayer, 2000; Saraç, 2007; ity increases in environments in which the brain Sarıcaoğlu & Arıkan, 2009); the reflection of mul- is actively used. The multiple intelligence theory, tiple intelligence theory into education (Talu, 1999; which is used together with the curriculum based Tarman, 1999); students’ and teachers’ point of on constructivist philosophy (Dougiamas, 1998; views about multiple intelligence-based practices Epstein, 2002; Jonassen, 1994 cited in Deryakulu, (Aydoğan, 2006; Kutluca, Çatlıalp, Birgin, Aydın, & 2001; Kabapınar, 2006; Razon, 1997) that has been Butakın, 2009). In these related studies, Aydoğan applied in all elementary schools in Turkey since (2006) investigated students’ and teachers’ point of the 2005/2006 academic year, undoubtedly sup- views about class activities related to the multiple ports the development of the teaching processes intelligence theory. Also, Kutluca et al. focused on which give opportunities to reach all students no teachers’ views about teaching activities related to matter what their individual differences are by the the multiple intelligence theory. In the studies by different point of view which the multiple intelli- Aydoğan (2006) and by Kutluca et al., teachers’ gence has brought to education. During a learning- opinions in line with the multiple intelligence the- teaching process in which individual differences ory principles were investigated only in the experi- are regarded as a base, accepting the existence of mental process. However, after the change in the the individuals who learn in different ways brings primary school teaching programme in 2005, the the understanding of teaching in a variety of ways multiple intelligence theory was regarded as one of (Akınoğlu, 2008; Turkish Ministry of National Ed- the main tenets of the programme. Because Gard- ucation, 2005, 2006). ner (2004) claims that there is a relationship be- 1642 İFLAZOĞLU SABAN / An Evaluation of the Teaching Activities Implemented in the Elementary Science and Technology... tween individuals’ thinking and learning processes Sample and dominant intelligence area. He adds that it is The sample of this research consists of 102 4th grade possible to develop activities in line with the domi- elementary teachers, 97 5th grade elementary teach- nant intelligence area for individuals. Making use ers, and 55 6th, 7th and 8th grade science and technol- of these intelligence areas, individuals may solve ogy teachers, including 254 teachers in total. 141 of a problem which can be regarded within one or these 254 teachers were female and 113 of these 254 more than one cultural frameworks and may have teachers were male. The range of teachers’ profes- a skill of creating a product. Because intelligence sional seniority was between 1 and 26 years. It was areas have a structure which makes a combination defined that a great majority of the sample had 11 of a skill, an ability and a talent possible. In other or more years of professional seniority. words; intelligence areas can be developed, can be improved and can be changed. That’s why, inves- Interviews were done with seven 4th grade elemen- tigating primary school science and technology tary teachers, seven 5th grade elementary teachers, teachers’ point of views about the process of teach- and six 6th, 7th and 8th grade science and technology ing in science and technology courses is important. teachers, including 20 teachers in total. Also, it is essential to focus on this teaching process from the perspective of the multiple intelligence Data Collection Tools theory. The research question of this study is: What class activities do teachers implement in teaching The Inventory of Class Activities Done in line with science and technology courses and to what intel- the Intelligence Areas: This questionnaire was de- ligence areas do these activities address? veloped in order to define the teaching strategies that the teachers use in science and technology classes. The eight intelligence areas which Gardner The Purpose of the Research defined were taken into consideration while de- The overall objective of this study is to determine veloping this questionnaire according to teaching the class activities that Science and Technology strategies used. Related resources were made use teachers do in their classes and to determine teach- of while developing this questionnaire (Akınoğlu, ers’ ideas about which intelligence areas these ac- 2003; Armstrong, 2000; Avcı, 2006; Baragona, tivities address. In line with these aims, this study 2009; Bümen, 2001, 2005; Campbell, 1997; Çak- intends to answer the following research questions: mak, 1999; Çavuş, 2004; Demirel, 2005; Ergin, 2007; Ekici, 2003; Gömleksiz & Bulut, 2006; Iyer, 1. What is the distribution of activities that pri- 2006; Özdemir, 2006; Saban, 2004; Sarıgöz, 2008). mary school teachers, Science and Technology teachers use in their classes according to intel- The last form of the questionnaire was constructed ligence areas? with 5 questions about personal information, 10 questions about checking the teachers’ knowledge 2. Do these activities vary according to the grade about the multiple intelligence theory and 64 state- of their classes? ments about activities, which had 79 questions 3. Do these activities vary according to teachers’ in total. The statements in the second section of experience period? the questionnaire were scaled as “never”, “rarely”, “sometimes”, “often”, and “always”. 4. What are teachers’ views about mind, the theo- ry of multiple intelligence, and the class reflec- To asses the structure of “The Inventory of Class tions of the multiple intelligence theory? Activities Done in line with the Intelligence Areas”, exploratory factor analysis by means of principal components analysis with varimax rotation and Method confirmatory factor analysis were used. Factor so- The Model of the Study lution resulted in eight factors. The eight-factor so- lution accounted for 61.113% of the total variance. This study is based on a mixed model (Creswell, In selecting items for the final scale, minimum .30 2003), integrating a descriptive (survey) research factor loading was used a guideline for considering and a qualitative research. This research design an item to be part of a factor (Tabachnick & Fidell, enables researchers to work with both a small 2001). The process resulted in the elimination of 16 group and a big group. Also, it helps to obtain deep items from the questionnaire because of weak fac- and general knowledge, comprehension and un- tor loadings or high cross loadings on more than derstanding (Creswell; Johnson & Onwuegbuzie, one factor. 2004; Yıldırım & Şimşek, 2005). 1643 EDUCATIONAL SCIENCES: THEORY & PRACTICE Next, the construct validity of “The Inventory of Results Class Activities Done in line with the Intelligence Ar- Findings Obtained from the Inventory of Class eas” was retested with confirmatory factor analy- Activities Done in line with the Intelligence Areas sis (CFA). CFA results show that the model fitness indicator indexes meet the statistical standards It was seen that all teachers used activities intended (Byrne, 1998; Jöroskog & Sörbom, 1993; Kline, for verbal and linguistic intelligence in their classes 1998; Sümer, 2000; Şimşek, 2007) [Non-Normed and the mean of the responses was centered on the Fit Index (NNFI)=0.95; Normed fit index (NFI)= “often” scale in other activities except from “I want 0.90; Comparative Fit Index (CFI)= 0.96; Incre- my students to memorize some rules about science mental Fit Index (IFI)= 0.96; Root mean square er- and technology topics”. The first three activities that ror of approximation (RMSEA)=0.050; Standard- the teachers stated that they used are respectively ized Root Mean Square Residual (SRMR)=0.064 ]. “I read/tell the information presented in the course books or resource books related with the topic”, “I The Interview Form: In the research, “semi-struc- present detailed verbal information about the topic” tured interview form” was used as the second data and “I dictate the explanations about the topic”. collection tool. While developing the form, related literature was reviewed (Akınoğlu, 2003; Arm- It was seen that both the 4th and 5th grade elemen- strong, 2000; Avcı, 2006; Ergin, 2007; Gömleksiz tary teachers and science and technology teachers & Bulut, 2006; Iyer, 2006; Özdemir, 2006; Sarıgöz, who participated in this research used activities 2008), the resources were browsed for the multiple for mathematical and logical intelligence in their intelligence areas and the applicable activities in the classes in different frequencies. It was also seen that 4th, 5th, 6th, 7th and 8th grade elementary science and the 4th and 5th grade elementary teachers always or technology courses. The interview form consisted of usually used the activities of “I allow students to in- 8 questions. The interviews took about 20 minutes. terpret their observations with their own statements” , “I associate the covered topics each other in order to facilitate remembering” ,and “I associate some topics Data Analysis with other courses”, science and technology teach- The evaluation ranges were calculated in order to ers used the activities of “I want students to give ex- explain the mean appropriate for five scales used amples which connect the newly learned topics with in the questionnaire. Accordingly, the range 1.00 to the previously learned ones” and “I reveal the simi- 1.80 means “never”, the range 1.81 to 2.60 means larities and differences to explain the topic” more. “rarely”, the range 2.61 to 3.40 means “sometimes”, It was determined that the 4th grade elementary the range 3.41 to 4.20 mean “often” and the range teachers used more activities for musical and rhyth- 4.21 to 5.00 means “always”. The quantitative data mic intelligence than the other teachers and activities obtained from the interview form were analyzed by for this intelligence area were rarely or never used descriptive statistics such as mean, standard devia- while the grades become higher. tion, t-test, and one-way analysis of variance. It was revealed that teachers in all grades usually used activities of “using the drama method”, “mak- For the qualitative data in the study, content analysis was conducted. Firstly, verbal data was ing them prepare materials for the lesson”, “making transferred into the computer with the Microsoft them prepare models about the topic” and “making Office Word. Secondly, as the interviews were not them prepare cards about the topic that would be audio-recorded, notes taken during the interviews dealt with” for bodily and kinaesthetic intelligence. were carefully considered and added into the writ- All of the teachers stated that they always used ac- ten data. Two interviews among all were randomly tivities of “I use concrete objects which are support- selected and coded by two independent coders. ive to the content” for visual and spatial intelligence Their codings were compared and the consistency and usually used other activities in their classes. It between these two coders was calculated (Miles & was observed that teachers usually used all the ac- Huberman, 1994). It was found as 0.89. Thirdly, all tivities for interpersonal intelligence. interviews were coded by two different research- ers independently. These coders were also the ones It was determined that teachers in all grades used who participated in the reliability study. Lastly; the activities of “I give some homework which the stu- codes emerged were grouped and main categories dents should do on their own”, “I want students to were formed. Related codes were taken together tell their emotions and thoughts about the topics”, “I while interpreting the results (Maykut & More- provide opportunities for students to assess their own house, 1994). work”, “I encourage students about various thinking 1644 İFLAZOĞLU SABAN / An Evaluation of the Teaching Activities Implemented in the Elementary Science and Technology... styles” and “I provide alternatives to students during there was a meaningful difference between the the application of the activities” for intrapersonal teachers with professional seniority of 1-10 years intelligence in their classes. and the teachers with professional seniority of 21 years or more and between the teachers with pro- It was determined that teachers in all grades usu- ally used activities of “I make them watch videos fessional seniority of 1-10 years and the teachers and documentaries about the nature” and “I organ- with professional seniority of 11-20 years in favour ize some work for students to identify various species of the teachers with 11-20 years professional sen- (feeding animals, breeding plants etc.)”, sometimes iority and the teachers with 21 years or more pro- used the strategy of “I allow students to do collection work” and rarely used the strategy of “I organize ed- fessional seniority. ucational trips in order to facilitate the learning of sci- ence and technology topics” for natural intelligence. Findings Obtained from the Interviews Independent t-test was conducted in order to see whether the scores taken from the The Inventory of A great majority of teachers (n=18) defined the Class Activities Done in line with the Intelligence intelligence as “using the learning strength and Areas differed. It was seen that the mean of the problem solving skills”. Most of the teachers (n=18) scores based on the inventory differed. Independ- stated that they learned about the multiple intel- ent groups t-test was repeated to see whether the ligence theory from the in-service teacher train- difference among the means were significant or ing courses that they participated in, the internet, not. According to this, the primary school and Sci- and the books published about this theory. Only ence and Technology teachers’ scores about class two of them stated that they learned about this activities addressing the intelligence areas were theory from the internet, magazines and newspa- significant in the following points: verbal/linguistic pers. Teachers generally explained that the mul- [t(252)= 2.063, p=.040], musical/rhytmic [t(252)= tiple intelligence theory addressed to different 4.783, p=.0001], physical/kinesthetic [t(252)= intelligence areas, the curriculum was changed in 2.017, p=.045], personal/intrapersonal [t(252)= order to address to all intelligence areas by the ac- 2.344, p=.020], and naturalistic [t(252)= 2.745, tivities during the teaching process and intelligence p=.006]. When the mean scores of this difference areas could be addressed through the activities in are considered, it can be seen that this difference is the course books and workbooks. All the teach- in favor of the primary school teachers. ers evaluated their knowledge about the multiple One-way analysis of variance was used to see if the intelligence theory as inadequate and stated that activities of the teachers differ according to their collaboration between the Directorate of National professional seniority. The results of one-way analy- Education and the university should be established. sis of variance revealed that there was a meaningful Two of the teachers emphasized the necessity of or- difference for “logical/mathematical intelligence [F ganizing workshops with the specialists at the uni- (2,251) = 3.407; p<.05]”, visual/spatial intelligence versity about putting this theory into practice. [F (2,251) = 3.279; p<.05]”, bodily/kinaesthetic in- While the 4th and 5th grade elementary teachers re- telligence [F (2,251) = 3.009; p<.05]”, interpersonal ported that they used activities for different intel- intelligence [F (2,251) = 3.279; p<.05]” and natu- ligence areas of the students, the science and tech- ral intelligence [F (2,251)= 3.013; p<.05]”. LSD test nology teachers reported that they could not use was performed to determine for which teachers of activities for different intelligence areas in classes professional seniority this difference was in favour because the curriculum was intense and they had of. LSD test showed that regarding interpersonal to prepare their students for the Placement Exam and natural intelligences and visual/spatial intelli- and they added that they used the activities in the gences, there was a meaningful difference between course books and workbooks as homework. Both the teachers with professional seniority of 11-20 the 4th and 5th grade elementary teachers and sci- years and the teachers with professional seniority ence and technology teachers told that they adopt- of 21 years or more, in favour of the teachers with ed the new Science and Technology curriculum 21 years or more professional seniority. Then, as which has been in practice since 2005/2006 school for logical/mathematical intelligence, there was a year, but they could not see themselves as good meaningful difference between the teachers with practitioners of this curriculum because of the professional seniority of 1-10 years and the teach- crowded classrooms. ers with professional seniority of 21 years or more All of the teachers stated that activities for musi- in favour of the teachers with 21 years or more. cal/rhythmic and intrapersonal intelligences in the Next, in terms of bodily/kinaesthetic intelligence, 1645 EDUCATIONAL SCIENCES: THEORY & PRACTICE course books and workbooks were fewer than the proficiency to put this knowledge into practice. ones for the other intelligence areas. Besides, the Because the teachers who were interviewed stated 4th and 5th grade elementary teachers told that they that the curriculum was changed so as to address to used songs or some lyrics in music classes in the all intelligence areas by the activities in the teach- process of associating the science and technology ing process, all multiple intelligence areas could course with the others although there were not any be addressed through the activities in the course activities like these in the course books. books and workbooks, the science and technology curriculum which was in practice was designed in order to address all intelligence areas and the stu- Discussion dents could learn better if the activities in the cur- The results of the research revealed that both the 4th riculum were done. On the other hand, both the and 5th grade elementary teachers and science and 4th and 5th grade elementary teachers and science technology teachers usually used strategies for ver- and technology teachers told that they adopted the bal/linguistic, visual/spatial, interpersonal, intrap- new Science and Technology curriculum which ersonal intelligences in their classes, used strategies has been in practice since 2005/2006 school year for logical/mathematical and natural intelligences but they could not see themselves as good practi- in different frequencies, rarely or never used strat- tioners of this curriculum because of the crowded egies for musical/rhythmic intelligence in higher classrooms and limited time. grades and usually used strategies of “using the It was seen that there was a meaningful difference drama method”, “making them prepare materials according to the professional seniority of teachers for the lesson”, “making them prepare models about in terms of the mean scores of the teaching strat- the topic” and “making them prepare cards about egies they used for “logical/mathematical, visual/ the topic that will be dealt with” for bodily and spatial, bodily/kinaesthetic, interpersonal and kinaesthetic intelligence in all grades. This result natural intelligences and this difference was in fa- can be commented that both the 4th and 5th grade vour of the experienced teachers. This finding can elementary teachers and the science and technol- be commented that experienced teachers could use ogy teachers arranged the process of teaching for teaching strategies for more than one intelligence different intelligence areas. The results obtained area by the help of activities which were based com- from the interviews, however, does not support pletely on their experiences without regarding the this finding. While the 4th and 5th grade elementary individual differences and dominant intelligences teachers used activities for different intelligence ar- of the group of students they were teaching (Bul- eas in science and technology classes, the science lough & Baughman, 1995; Emmer & Stough, 2001) and technology teachers did not use the activities All the teachers who were interviewed stated which were predicted by the curriculum for differ- that activities for musical/rhythmic and intrap- ent intelligence areas and generally used them as ersonal intelligence were fewer than the ones for homework. The results of the comparisons done the other intelligence areas in both course books according to the grades also support this finding. and workbooks. Similarly, in his study in which he This contradictory situation can be explained by investigated the activities in science and technol- the opinions of Campbell, (1997); Goodlad, (2004); ogy course books and workbooks in terms of the Kornhaber, Fierros, and Veenema, (2004). Camp- multiple intelligence theory, Muradoğlu Özbay bell; Goodlad and Kornhaber et al., stated that the (2008) reported that the naturalist, musical/rhyth- researches which were done about the multiple mic, intrapersonal and logical/mathematical intel- intelligence theory and their results made teachers ligence areas were extremely disregarded and the to develop awareness about the necessity of using new curriculum required to be improved based on teaching strategies for the other intelligence ar- activities. eas in addition to the verbal/linguistic and logical/ mathematical intelligence areas. This can be com- Consequently, it can be said that teachers generally mented that the teachers who were the sample of used activities for all intelligence areas; they had this study had knowledge about the multiple intel- knowledge about the multiple intelligence theory, ligence theory and reflected this to the question- not the science and technology teacher but the el- naires but could not put this knowledge into prac- ementary teachers and experienced teachers used tice. In other words, it can be said that the teach- teaching strategies for more than one intelligence ers were aware of the implications of the multiple area in their classes. Besides this, the responses that intelligence theory (Eisner, 2004) but did not have the teachers gave in the questionnaire and the data 1646 İFLAZOĞLU SABAN / An Evaluation of the Teaching Activities Implemented in the Elementary Science and Technology... obtained from the interviews did not overlap. This Aydoğan, B. (2006). İlköğretim 7. sınıf matematik derslerinde can be commented with the contradiction between çoklu zekâ kuramının öğrenmeye, öğrenmede kalıcılığa ve mate- matiğe olan öğretmen ve öğrenci görüşlerine etkisi. Yayımlanma- having knowledge and not putting that knowledge mış yüksek lisans tezi, Eskişehir Osmangazi Üniversitesi, Fen into practice. For this reason, it is important to Bilimleri Enstitüsü, Eskişehir. investigate the activities in the curriculum which Bakaç, M. ve Doğan, Y. (1994). Fen bilimleri ve öğretiminde la- has been in practice since 2005/2006 school year, boratuar uygulamalarının önemi. İzmir: Dokuz Eylül Üniver- the teacher’s book, student’s books and workbooks sitesi Yayınları. considering the necessity of addressing to all intel- Baragona, M. (2009). Multiple intelligences and alternative ligence areas equally, to improve the activities for teaching strategies: The effects on student academic achievement, intelligence areas which were fewer and to make ar- conceptual understanding and attitude. Unpublished doctoral rangements which not only inform the teachers but dissertation, University of Mississippi, USA. also allow them to put those activities into practice. Başdağ, G. (2006). 2000 yılı fen bilgisi ve 2004 yılı fen ve tekno- Especially science and technology teachers stated loji dersi öğretim programlarının bilimsel süreç becerileri yönün- that they could not use the activities in the existing den karşılaştırılması. Yayımlanmamış yüksek lisans tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara. curriculum due to the crowded classrooms and the placement test but they believed that the students Boyd, W. L. (2000). The “R’s of school reform” and the politics of reforming or replacing public schools. Journal of Education- could learn better and permanently if they could al Change, 1 (3), 225-252. use those activities. The effects of these situations Brooks, J. G., & Brooks, M. G. (1993). The case for constructiv- on the application of the curriculum can be inves- ist classrooms. Alexandria, VA: Association for Supervision and tigated. The data in this research were collected by Curriculum Development. a questionnaire and a semi-structured interview Brooks, M. G., & Brooks J. G. (1999a). In search of understand- form developed by the researcher. The prepara- ing: The case for constructivist classrooms. Alexandria: Merill tions of the teachers for the teaching process, their Prentice Hall. studies in the planning, application and evaluation Brooks, M. G., & Brooks J. G. (1999b). The courage to be con- stages, the strategies they used while doing these structivist. Educational Leadership, 57 (3), 18-24. studies and their consideration of the multiple in- Bullough, R. 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