Title from second page of PDF document. Includes bibliographical references (p. 130-140).

The present dissertation explores the relationship between Translation Studies and translation didactics at theoretical level and as reflected in the teaching practice at selected Czech educational institutions. The dissertation, theoretical-analytical in its orientation, first seeks to define its key terms, profession, didactics, education and training, Translation Studies and translation theory, conducting cross-linguistic comparisons and outlining the past and present thinking about these concepts. Two typologies of translator training are offered, one based on education objectives, the other differentiating between diverse teaching contexts. A special chapter introduces translation didactics as a dynamic component of Translation Studies, discussing current trends in education research and outlining the institutionalization of translator training. Our attempt at defining the content of, and relationship between, Translation Studies and translation theory, the central concepts of the present work, suggested terminological and conceptual disagreement. The following chapters discuss the strongly multidisciplinary nature of today's Translation Studies, and the manifold sources thereof, pointing out the risks this may create to the internal coherence and public image of the discipline. The core...

Submitted by Leonardo Lima (leonardoperlim@gmail.com) on 2017-02-16T11:47:06Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) BRUM, Mara Lucia Teixeira.pdf: 1428459 bytes, checksum: dbcd6123cfcae92bbb254261efa34668 (MD5) / Approved for entry into archive by Simone Maisonave (simonemaisonave@hotmail.com) on 2017-02-16T23:25:57Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) BRUM, Mara Lucia Teixeira.pdf: 1428459 bytes, checksum: dbcd6123cfcae92bbb254261efa34668 (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2017-02-24T20:03:04Z (GMT) No. of bitstreams: 2 BRUM, Mara Lucia Teixeira.pdf: 1428459 bytes, checksum: dbcd6123cfcae92bbb254261efa34668 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-02-24T20:03:23Z (GMT). No. of bitstreams: 2 BRUM, Mara Lucia Teixeira.pdf: 1428459 bytes, checksum: dbcd6123cfcae92bbb254261efa34668 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2014-09-29 / Sem bolsa / A dissertação apresenta a Pedagogia Social em Pestalozzi, sua teoria e prática pedagógica. A fim de cumprir tal intento, a pesquisa apresenta uma análise hermenêutica do conceito de Pedagogia Social a partir do ponto de vista da pedagogia pestalozziana. Para a realização da pesquisa sobre Johann Heinrich Pestalozzi, buscamos fontes teóricas nas obras básicas do autor e de seus comentadores. A análise traça a complexidade da Pedagogia Social, olhando para o seu contexto histórico, político, econômico, educacional e social e a importância de Johann Heinrich Pestalozzi no processo de gênese da educação social. Diversas obras de autores especializados auxiliaram a mostrar o panorama e os diferentes pontos de vista sobre a definição de Pedagogia Social. O aprofundamento da investigação sustenta-se no estudo teórico e apoia-se na metodologia filosófica hermenêutica para a interpretação dos dados. A dissertação está dividida em quatro capítulos, organizados da seguinte forma: no primeiro capítulo, o Delineamento da Pesquisa, que mostra a trajetória da pesquisadora, antecedentes históricos da investigação e a metodologia utilizada. O segundo apresenta a teoria de Pestalozzi como uma prática precursora da Pedagogia Social, mostrando o mundo em que viveu, seu método pedagógico, as bases teóricas a que se filiou e as implicações dessa filiação, no contexto da secularização, para a Pedagogia Social. No terceiro e no quarto capítulos, o legado de Pestalozzi com uma ascendência positiva no desenvolvimento da Pedagogia Social com seu método intuitivo e sua proposta da tríade a ser atingida pela formação (cabeça, coração e mãos) são descritos. Com o intuito de caracterizar tal influência, narramos a trajetória da educação no século XVIII, mostramos a concepção de educação social pestalozziana e demarcamos o nascimento da Pedagogia Social como teoria e prática. Por último, quando trazemos as palavras finais sobre a pesquisa, conclui-se que, com base na investigação realizada, o trabalho social/educação social/Pedagogia Social são frutos das ações pestalozzianas de unir educação e trabalho, com o fito de melhorar as condições de vida dos sujeitos na sociedade. Dentre outros resultados encontrados, é possível destacar que a Pedagogia Social encontra-se em busca de seu campo específico de atuação, utiliza-se da herança deixada por Pestalozzi que poderá ser uma forte aliada da educação formal no Programa Mais educação do Governo Federal, implantado em 2008, no Brasil, onde o modelo de educação pestalozziano aparece claramente como proposta de complementação para uma educação integral. / The dissertation introduces the Social Pedagogy in Pestalozzi, his theory and pedagogical practice. In order to purpose, the research presents a hermeneutic analysis of the Social Pedagogy concept , from the point of view of pestalozzian pedagogy. For the research on Johann Heinrich Pestalozzi, we sought for theoretical sources in basic works of the author and his commentators. The analysis traces the complexity of Social Pedagogy, looking at its historical, political, economical, educational and social context as well as the importance of Johann Heinrich Pestalozzi in the genesis of social education process. Several works of expert authors helped to show the panorama and the different views on definition of Social Pedagogy. The research’s background is sustained in theoretical study and holds up on hermeneutical philosophic methodology for data interpretations. The dissertation is divided into four chapters, organized as follows: in the first chapter, the Lineation Research, which shows the trajectory of the researcher, historical preceeding of investigation and the used methodology. The second introduces Pestalozzi’s theory as a forerunner practice of Social Pedagogy, showing the world he lived in, his pedagogical method, the theoretical foundations that joined his filiation and the implications, in secularization context, for Social Pedagogy. In the third chapter, Pestalozzi’s legacy with a positive ascendance in development of social pedagogy with his intuitive method and his triad proposed to be achieved by the formation (head, heart and hands) is described. In order to characterize such influence, we tell the history of education in the eighteenth century, we show pestalozzian social education concept and demarcate the birth of Social Pedagogy as theory and practice. Finally, we bring the final words about research: social work, social education, and social pedagogy are pestalozzians’ effect of actions to unite education and work, with the purpose of subjects better life conditions in the society. Among other results, it is possible to highlight that Social Pedagogy is looking for your particular field of work and we can realize that Pestalozzi’s legacy can be a strong ally of formal education of Federal Government’s Programa Mais Educação deployed in 2008, in Brazil, where pestalozzian model education clearly appears as a proposal to complement a comprehensive education.

Why has teachers’ classroom work remained relatively stable despite an enormous amount of change in educational policy? In 1998 the national Department of Education of South Africa introduced a new policy on assessment to complement its new curriculum policy introduced in 1997. With its emphasis on performance–based outcomes, the assessment policy constituted a decisive and significant break from the past assessment policy. This research focuses on the implementation of the new assessment policy by classroom teachers. The study is guided by the following three research questions: 1: What are teacher understandings and beliefs with regard to assessment policy? 2: In the context of official policy, how do teachers practice assessment in their classrooms? 3: How can the continuities and the discontinuities between official policy on assessment and teachers’ assessment practice be explained? After reviewing the literature on policy implementation, the study articulated a broader conceptual framework drawing on the construct of ‘deep change’. This perspective supplements rather than supplants dominant approaches to policy implementation. The ‘deep change’ framework suggests a more incisive approach to understanding the relationship between policy and practice. This study presents and tests three propositions about change, namely: Proposition One: That teachers may not have a deep, sophisticated understanding of a new assessment policy even if there is evidence of strong rhetorical commitment to the policy. Proposition Two: That teachers may not be able to reconcile their own assessment beliefs and capacities with the stated goals of a new assessment policy. Proposition Three: That teachers may find traditional assessment practices (that is, examinations and testing) to hold greater efficacy in the classroom than the alternatives required by a new assessment policy. A case study approach was undertaken with two Grade 8 science teachers from two different contexts, one from an under-resourced township school, and the other from a well-resourced urban school. Using evidence from questionnaires, free-writing schedules, extensive pre-lesson and post-lesson interviews, prolonged non-participant classroom observations, teacher records and documents, and student records and examinations, the study found that the two teachers had a surface understanding of the new assessment policy; the teacher from the well-resourced, urban school was able to implement some of the new assessment methods, while the teacher from the under-resourced, township school did not implement any of the new methods of assessment required by the new assessment policy; both teachers were unable to reconcile their own assessment beliefs and capacities with the stated goals of a new assessment policy; and both teachers found the traditional assessment practices (that is, examinations and testing) to hold greater efficacy in the classroom than the alternatives required by a new assessment policy. In other words, the study found that teachers did not have a deep understanding of the assessment policy and did not change their assessment practices deeply as required by the assessment policy. The study argues that educational policies will do little to achieve deep changes in teachers’ pedagogical practices without concurrent attention to a strong theory of change. The study concludes with implications for teacher learning, professional development of teachers, theory and research. / Thesis (PhD (Education Management and Policy Studies))--University of Pretoria, 2004. / Education Management and Policy Studies / unrestricted

No description available.

Este trabalho teve como objetivo analisar a tendência de mudanças na educação odontológica no Brasil em face à necessidade de implantação das Diretrizes Curriculares Nacionais para cursos de graduação em odontologia, aprovadas em 2002. O referencial teórico inclui as perspectivas da educação superior no Brasil em um contexto neoliberal, incluindo a área da saúde e a odontologia em particular apontando para a contradição da formação em saúde bucal no país que convive com um número crescente de faculdades de odontologia em todo o território nacional sem, contudo, responder às necessidades de atenção em saúde bucal de parcelas significativas da população brasileira. A metodologia partiu dos resultados da análise quantitativa obtidos pelo instrumento de avaliação utilizado durante as oficinas realizadas pela Associação Brasileira de Ensino Odontológico (ABENO) durante os anos de 2005 e 2006. O instrumento permitiu que cada participante avaliasse a instituição e o grau de inovação frente aos pressupostos das diretrizes curriculares segundo 3 eixos : orientação teórica do curso, abordagem pedagógica e cenários de prática. Cada eixo continha 3 vetores correspondendo ao tema analisado e cada participante avaliava o mesmo segundo 3 estágios possíveis (1- mais conservador; 2- intermediário e 3- mais inovador). Foram analisadas 48 faculdades (23 públicas e 25 privadas) de odontologia totalizando 1229 participantes entre professores (total de 711), alunos (228) e funcionários (14). Os resultados apontam para um alto grau de inovação incipiente (52,9%) seguido pelo grau de inovação parcial (40,2%), Estes resultados se confirmam para todas as variáveis analisadas ( tipo de instituição, região do país, tipo de ocupação e área de docência). O instrumento permite afirmar que a maioria das escolas mantém uma proposta pedagógica tecnicista, sem integração das disciplinas e com poucos cenários de práticas que permitem ao aluno conhecer e se formar na lógica do Sistema Único de Saúde (SUS), mantendo uma abordagem clássica da educação odontológica conforme as concepções de Gies e Charles Godon,no princípio do século XX. A análise qualitativa dos relatórios dos facilitadores, que teve como objetivo analisar os discursos apontados durante as oficinas destacou o desconhecimento, por parte da comunidade acadêmica odontológica, das diretrizes curriculares bem como dos princípios do SUS; a ausência de integração com o serviço e cenários de prática no SUS; a pouca formação pedagógica do corpo docente bem como uma resistência a mudanças que direcionem a formação para uma lógica de saúde coletiva. A discussão foi elaborada a partir de um arcabouço teórico advindo da teoria crítica da educação e currículo que aborda, de forma dialética, questões como ideologia, hegemonia, reprodução social, relações políticas de poder e dominação bem como o currículo oculto considerando que a resistência a transformações e inovações na educação odontológica provém de um projeto político e ideológico desta voltado à uma lógica capitalista, predominantemente voltada a classes dominantes numa perspectiva de tecnicismo direcionado à prática individual e mercantil da profissão, contrapondo-se e distanciando-se das perspectivas das diretrizes curriculares atuais e, portanto, mantendo-se resistente e em graus incipiente e parcial de inovação conforme demonstrou a análise quantitativa das oficinas.A necessidade de se transformar a educação odontológica impõe mudanças nos projetos político-pedagógicos das instituições, que devem ser construídos de forma coletiva com os diversos atores do processo educativo envolvidos; criação de espaços de formação docente dos professores de odontologia e ampliação da integração do SUS com as instituições formadoras permitindo uma real e signioficativa transformação do currículo, revisão de conteúdos ministrados, permitindo a adoção da integralidade do processo saúde/doença como eixo transversal do currículo dos cursos de graduação em odontologia. / The objective of this research was to make an analysis of the changes trends in dental education in Brazil facing the necessity of implementation of the curricular guidelines for undergraduate dental schools, which were approved in 2002. The theoretical reference includes the perspectives of higher education in Brazil in a neoliberal context, including health education and particularly dental education pointing out the contradiction of the formation in this field in a country that has a crescent number of schools in all its territory without responding to the oral health necessities of significant portions of the Brazilian population. The methodology used the results of a quantitative analysis obtained from the evaluation instrument used during the workshops carried out by the Brazilian Dental Education Association (ABENO) during 2005 and 2006. This instrument enabled each participant to evaluate his institution and the innovation degree in face of the curricular guidelines according to 3 axes: the theoretical orientation of the course; its pedagogical approach and practice sceneries. Each axis had 3 variables corresponding to the theme analyzed and each participant could evaluate it according to three possible stages (1-more conservative, 2-intermediate and 3-more innovative). 48 dental schools were analyzed (being 23 public and 25 private) with a total of 1229 participants (711 professors; 228 students and 14 functionaries. The results showed a high degree of incipient innovation (52, 9%) followed by a degree of partial innovation (40, 2%). These results were confirmed for all variables analyzed (type of institution, region in the country, type of occupation and faculty field). The instrument allows the affirmation that most dental schools maintain a technicist pedagogical approach, without integration between disciplines and with a few number of practice sceneries which would allow the student to be formed in the logic of the Brazilian Unified health System (SUS), keeping a classical approach of the dental education according to the conceptions of Gies and Charles Godon in the beginning of the XX Century. The qualitative analysis of the facilitators reports of the workshops which has as objective to analyze the discourse of the participants during the workshops which were pointed out by the facilitator showed the unknowing of the curricular guidelines by the dental academic community as well as the principles of the Brazilian Health System (SUS) ; the absence of integration between the public health service network and the schools and low number of practice sceneries in the public health system; the low level of pedagogical formation of dental faculties as well as resistance to changes that tend toward a formation in a logic of community health. The discussion was carried out from the perspective of the critical theory of education and curriculum which deals in a dialectical manner with concepts like ideology, hegemony, social reproduction, political relations of power and domination and hidden curriculum considering that resistance to transformations and changes in dental education are linked to a political and ideological project of it and it is very connected to a capitalist logic, mostly addressed to the dominant classes in a perspective of technical development leading to private and commercial practice of the profession opposing and maintaining a distance from the perspectives of the actual curricular guidelines and therefore keeping it resistance in incipient and partial levels of change as showed by the quantitative analysis of the workshops. The necessity of transforming dental education impose changes in the political and pedagogical projects of the schools and these must be built in a collective manner with the various actors of the educational process involved; a pedagogical formation of the faculty; extension of integration between the public health system and dental schools permitting a real and significant transformation of the curriculum and revision of contents taught leading to a transversal axis of the curriculum of undergraduate dental schools focusing the integrality of the health/disease process.

This work aims to explore the phenomenon of play in detail and classify its relationship to artistic activity and education. As its starting point it uses the paradigm of general and developmental psychology with an emphasis on the formal and functional definition of the term play. This theoretical background will then be widened by- and confronted with the viewpoint of the depth psychology. The theories of the depth psychology will explain the connotations between the play, personality, imagination, and creativity more in depth. The main sources of this work will then be the works of the main representatives of the object relations theory. Due to their focus on early personality development they will help with uncovering where, when and which phenomena connected to artistic activity take place and their influence on human mentality. In this work's conclusion, based on the theories of the general and depth psychology, the foundations for didactic strategies of art education and art psychologists will be proposed, which arise from these theories. These foundations will, finally, be confronted with specialist literature about current approaches to arts education.

Este trabalho dissertativo propõe-se a traçar algumas reflexões sobre a constituição da identidade de professores inclusivos e seus processos formativos sócio-culturais. Esta é uma pesquisa bibliográfica, de abordagem qualitativa e de metodologia dialética de análise. Historicamente o processo de inclusão social e educacional tem repercussão global e luta pela garantia dos direitos a educação de qualquer pessoa independente de sua condição sóciocultural, biológica ou psicológica, isto é, todos e todas têm direito a educação seja qual for a sua diferença ou diversidade. Entretanto, uma das maiores barreiras deste movimento é a discriminação e o preconceito. Barreira que aliada ao desafio das condições objetivas da escola (a saber: suas condições econômicas, sociais, culturais e políticas de estrutura e de funcionamentos) tornam tal desafio quase impossível. Diante do contexto histórico da educação massificada em uma sociedade capitalista e tecnológica, o movimento de educação inclusiva é considerado como uma tentativa de determinada parcela social que deseja produzir mudanças a fim de não contribuir com a perpetuação da contradição social: discursos de inclusão em uma sociedade que se sustenta pela prática de exclusão. Contudo, ciente das limitações desse movimento, recorro ao pensamento Crítico na busca de alternativas reflexivas que interrompam esse movimento histórico e que conduzam a elaborações emancipatórias. Uma leitura teórico-crítica, de cunho dialético, contribui com o nosso trabalho na medida em que aponta que as condições objetivas de transformação são impossíveis, sendo necessário considerar o lado subjetivo, ou seja, a valorização dos sujeitos e a sua tomada de consciência, além de seu papel social objetivo e participativo, para que a educação realize-se com ética.. Nesse sentido meu trabalho ao debruçar-se sobre a formação e a constituição da identidade dos professores objetiva provocar reflexão e crítica, a fim de ultrapassar as idéias e modelos preconcebidos, os processos de reificação, as subjetividades administradas e outras mazelas do pensamento moderno. A educação inclusiva deve ultrapassar limites, ser ousada, subversiva e reavivar a aptidão e a vocação de educar. / This academic work proposes to outline some reflections on the constitution of teachers identities inclusive and their formative processes socio-cultural. This is a bibliographical research, of a qualitative approach and methodology dialetic of analysis. Historically the process of social and educational inclusion has repercussion overall and fights for the guaranteeing the rights to education of any person independent of its sociocultural, biological or psychological, conditions that is, all have the right to education whatever their difference or diversity. However, one of major barriers of this movement is the discrimination and prejudice. Barrier that allied to the challenge of objective conditions of the school (namely: their economic, social, cultural conditions and political structure and functioning) make such challenge almost impossible. In the face of the historical context of the mass education in a capitalist society and technological cooperation, the movement of inclusive education is considered as an attempt of given plot social wishes that produce changes in order to contribute with the perpetuation of contradiction: speeches of social inclusion in a society that maintains the practice of exclusion. However, aware of the limitations that movement, I turn to Critical thinking in the search of alternatives reflective to interrupt this historical movement and leading us to emancipating. A reading theoreticalcritical, die dialectic, contributes to our work in so far as points out that the objective conditions of processing are impossible, being necessary to consider the subjective, that is, the recovery of the subjects and their awareness, in addition to its social role objective and participatory. In this sense my work to turn-on training and the constitution of the identity of the teachers objective provoke reflection and critical, in order to overcome the ideas and models, processes of reification, subjectivities administered and others sore spots of modern thought. Inclusive education must exceed limits, be bold, subversive and rekindle the ability and vocation to educate.

Submitted by admin tede (tede@pucgoias.edu.br) on 2016-11-22T12:08:12Z No. of bitstreams: 1 NELISA TÂNIA COE DE OLIVEIRA.pdf: 3396977 bytes, checksum: a8019c9c4a5db8c8d1c91943b2e3bc66 (MD5) / Made available in DSpace on 2016-11-22T12:08:12Z (GMT). No. of bitstreams: 1 NELISA TÂNIA COE DE OLIVEIRA.pdf: 3396977 bytes, checksum: a8019c9c4a5db8c8d1c91943b2e3bc66 (MD5) Previous issue date: 2016-08-26 / This research has as object the color concept and it is anchored in the historical-cultural theory and the theory of developmental education. The issue is directed to the following questions: What does the teacher who teaches Arts for students of the 7th grade of the elementary school on the formation of the concept? As this teacher teaches the color concept? He adopts a theoretical-pedagogical reference? The research had as general objective: investigate how art teachers think and act with the color concept. The following specific objectives have been defined: analyzed the understanding that art teachers of the 7th year of the cycle III have about concept; identify which color concept they express; analyze how teachers organize their actions in the teaching learning process; identify the factors of school context that influence in the teaching and learning of students. To investigate the problem were realized two steps. Bibliographical research and field research. The bibliographical research covered the period from 2004 to 2014, with a focus on color concept formation. The field research was conducted in three schools of the network municipal of teaching in Goiânia. The data collection included interviews with the subject and comments from art classes. In the analysis of the data was adopted the guidelines of Bogdan & Biklen (1994) for categorizing and systematizing of data outlining the following categories: education for the formation of concepts-the teaching of concept of color; the formation of concepts and the color concept, understanding of teachers; pedagogical theoretical conception of teachers; the factors that influence the teaching and learning of art. The results show that there is a preponderance of progressive trends in art education; the space factor causes tension and inhibits artistic activities; there is need for academic production of new textbooks that bring update on knowledge of the color concept and the need for making new teaching materials and school paints in the colors magenta and cyan. / Esta pesquisa tem como objeto o conceito Cor e está baseada na teoria histórico-cultural e na teoria do ensino desenvolvimental. Quanto ao problema investigado, este foi direcionado para as seguintes indagações: O que pensa o professor que ensina artes para alunos do 7º ano do Ensino Fundamental sobre a formação do conceito Cor? Como esse professor ensina o conceito Cor? Ele adota uma referência teórico-pedagógica? A pesquisa teve como objetivo geral: investigar como os professores de arte pensam e atuam com o conceito cor. Foram definidos os seguintes objetivos específicos: analisar o entendimento que professores de Arte do 7º ano do Ciclo III têm sobre conceito; identificar que conceito Cor eles expressam; analisar a forma como os professores organizam suas ações no processo de ensinoaprendizagem; identificar os fatores do contexto escolar que influenciam no ensino e aprendizagem dos alunos. Para investigar o problema foram realizadas duas etapas. Pesquisa bibliográfica e a pesquisa de campo. A pesquisa bibliográfica abrangeu o período de 2004 a 2014, com foco na formação do conceito Cor. A pesquisa de campo foi realizada em três escolas rede municipal de ensino de Goiânia. A coleta de dados incluiu entrevistas com os sujeitos e observações das aulas de Arte. Na análise dos dados, foram adotadas as orientações de Bogdan e Biklen (1994) para a categorização e sistematização dos dados, delineando-se às seguintes categorias: o ensino para a formação de conceitos - o ensino da conceituação de cor; a formação de conceitos e o conceito Cor, entendimento dos professores; a concepção teórica pedagógica dos professores; os fatores que influenciam no ensino e aprendizagem da Arte. Os resultados obtidos revelam que existe a preponderância da tendência progressista no ensino da Arte; o fator espaço acarreta tensão e inibe atividades artísticas; há necessidade de produção acadêmica e de novos livros didáticos que tragam a atualização no conhecimento do conceito Cor e a necessidade da fabricação de novos materiais didáticos como tintas escolares nas cores magenta e ciano.

The main purpose of the study was to compare the effectiveness of multiple intelligences theory based instruction (MITBI) and traditional science instruction (TSI) on 9th grade students&amp / #8217 / understanding of chemical bonding concept and attitudes toward chemistry. In the study, 50 ninth grade students from two classes of Gen&ccedil / Osman high school in Ankara were used. 25 of the students were assigned as experimental group and the other 25 as control group. They were instructed by the same teacher. The study was conducted during May of 2005. The groups were selected from eight 9th grade classes of Gen&ccedil / Osman High School randomly. The students are at the ages between 14 and 16. The group which was assigned as experimental group was instructed by multiple intelligences theory based instruction (MITBI) whereas the other group was traditionally instructed. This experimental study took a period of three weeks. To determine the effectives of multiple intelligences based instruction over traditional science instruction, an achievement test about chemical bonding concept which consisted of 25 items were administered and an attitude scale toward chemistry developed by Geban et al., was applied. Science Process Skill Test was administered to investigate the relationship between the students&amp / #8217 / science process skills and their achievement. For the statistical analysis, t-test, and Analysis of Covariance (ANCOVA) were used. The results showed that students who were instructed by multiple intelligences theory based instruction were achieved higher than the ones which were instructed by the traditional science instruction about chemical bonding concept. There was also a significant difference between the students instructed with Multiple Intelligences Theory Based Instruction (MITBI) and the students instructed with traditional science instruction (TSI) with respect to the attitudes of students toward chemistry. There was no significant difference between the attitudes and achievement of female students and that of male students. Students&amp / #8217 / science process skills had no greater contribution to their success.