Effect of Teaching Protein Synthesis Unit Based On Multiple Intelligence Theory, To the Student Level of Retaining

dc.creator	İsmet HASENEKOĞLU
dc.creator	Sibel GÜRBÜZOĞLU
dc.date	2009-12-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:17:12Z
dc.date.available	2015-08-12T11:17:12Z
dc.identifier	1302-5007
dc.identifier	https://doaj.org/article/a0c876668686469e80899799f29d4fa8
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/26166
dc.description	In this study, Protein Synthesis Unit was presented through Multiple Intelligence Theory based activities. The purpose of this study was to investigate Multiple Intelligence Theory’s impacts on student’s retention of knowledge acquired about Protein Synthesis. This research was conducted with Sophomores from Primary Science Education Department in Kafkas University Faculty of Education and lasted three weeks in the spring term of 2007–2008 academic year. In this study, within context of quasi-experimental method, which is based on impartially selected groups, nonequivalent control groups pretest-posttest method was used. Two classes from Primary Science Education Department were randomly selected. While the traditionalapproach was used in the control group, the teaching activities based on Multiple Intelligences Theory were used in the experimental group. The Protein Syntheses achievement test which had an reliability coefficient Cronbach Alpha of 0,8 prepared by the researcher were used to collect data.The data obtained, t test and A nova test was evaluated by using SPSS 12.0 package program. As a result of research was found that teaching based on Multiple Intelligence has been more effective in increasing student’s achievement and their levels of retention compared to teaching based on Traditional Approach.
dc.language	Turkish
dc.publisher	Ahi Evran University
dc.relation	http://kefad.ahievran.edu.tr/archieve/pdfler/Cilt10Sayi3/JKEF_10_3_2009_49_59.pdf
dc.relation	https://doaj.org/toc/1302-5007
dc.source	Journal of Kirsehir Education Faculty, Vol 10, Iss 3, Pp 49-59 (2009)
dc.subject	Multiple intelligence theory
dc.subject	Protein syntheses
dc.subject	Retention of knowledges
dc.subject	Biology education
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Effect of Teaching Protein Synthesis Unit Based On Multiple Intelligence Theory, To the Student Level of Retaining
dc.type	article