The Effects of Teaching Activities Prepared According to the Multiple Intelligence Theory on Mathematics Achievements and Permanence of Information Learned by 4th Grade Students Creative Commons
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Özlem Doğan TEMUR

Interdisciplinary Journal of Environmental and Science Education, Journal Year: 2007, Volume and Issue: 2(4), P. 86 - 91

Published: June 10, 2007

The aim of this research is to reveal that to teaching activities which are designed according to the Multiple Intelligence Theory have effects on the students success in mathematics and on the permanence of the knowledge learned. This research has been carried out the fourth graders at Gazi University Foundation Private Primary school. Among all the classes, two of them were selected, 4-A was selected as an experimental group and 4B as a control group considering their pre-test points. The groups attending to the research were applied a permanence test which examines the behaviors that have to be gained before …

I can’t teach science! A case study of an elementary pre-service teacher’s intersection of science experiences, beliefs, attitude, and self-efficacy Creative Commons
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Mahsa Kazempour

Interdisciplinary Journal of Environmental and Science Education, Journal Year: 2014, Volume and Issue: 9(1), P. 77 - 96

Published: Jan. 10, 2014

The case study reported in this paper is part of a larger multiple cross case analysis focusing on pre-service teachers with various initial confidence and attitudes toward science and science teaching. In this paper, the focus will be on one elementary teacher candidate, Lisa, who began the science methods course with a negative attitude and low self-efficacy. An in-depth description of her beliefs, attitude, and self-efficacy, before and after the course, the impact of her prior science experience and the science methods course on shaping these domains, and the possible interrelationship between the three variables are discussed. The findings revealed …