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The Effect of Layered Curriculum Supported by Multiple Intelligences on Students’ Achievements and Permanence

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dc.contributor.authorGün, Emine Seda Kastamonu Üniversitesi
dc.contributor.authorŞahin, Ali Ekber Hacettepe Üniversitesi
dc.date.accessioned2026-01-02T23:12:20Z
dc.date.issued2014-08-06
dc.description.abstractThe purpose of this research is to investigate the effect of Layered Curriculum Supported by Multiple Intelligences on students’ achievements and permanence. The research was conducted in Ankara Altındağ Kaşgarlı Mahmut Primary School on 2011-2012 educational year. The implementation process, which lasted for 4 weeks, was carried out with the theme named “The World of All of Us” in Social Studies lesson at 5th grade. The research was conducted according to the protest-posttest model with control group. Success test and permanence test were used as data collection tools; the permanence test was applied after 28 days from the end of the implementation process. According to the findings, it is concluded that layered curriculum supported by multiple intelligences is more effective than the existing approaches in the curriculum not only in redoubling the academic success but also in eliciting the permanence of the knowledge.
dc.description.urihttps://doi.org/10.15390/eb.2014.2424
dc.description.urihttp://egitimvebilim.ted.org.tr/index.php/EB/article/download/2424/756
dc.description.urihttp://egitimvebilim.ted.org.tr/index.php/EB/article/view/2424
dc.identifier.doi10.15390/eb.2014.2424
dc.identifier.issn1300-1337
dc.identifier.openairedoi_dedup___::e952d1d86d54bc95bb03c8a6f67bb6d2
dc.identifier.scopus2-s2.0-84907303893
dc.identifier.urihttps://hdl.handle.net/20.500.12597/35857
dc.identifier.volume39
dc.publisherTurkish Education Association
dc.relation.ispartofEducation and Science
dc.rightsOPEN
dc.subjectProgram geliştirme, Çoklu zeka kuramı, Basamaklı öğretim programı
dc.subjectCurriculum development, Multiple Intelligences, Theory layered curriculum
dc.subject.sdg4. Education
dc.titleThe Effect of Layered Curriculum Supported by Multiple Intelligences on Students’ Achievements and Permanence
dc.typeArticle
dspace.entity.typePublication
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