Abstract
This research aims to evaluate the opinions of the students participating in the application, their parents and the classroom teacher about the application process related to the teaching process carried out with the activities within the scope of multiple intelligences theory applications based on daily life problem-solving skills in the primary school fourth-grade science course, which was carried out with the phenomenology model, one of the qualitative research models. The research participants comprised 23 students attending the fourth grade in a public primary school in Istanbul in the 2022-2023 academic year, their parents, and the classroom teacher. Within the scope of the research, a six-week implementation process was carried out with the students in the classroom environment, and the researcher prepared the lesson plans within the scope of the "Our Food" unit. After the implementation, the data were collected through a semi-structured interview form prepared by the researcher. The research data were analysed using content analysis. As a result of the analysis of the data obtained in the research, it was concluded that the implementation process positively contributed to the students' course achievement, attitudes towards the course and the development of daily life problem-solving skills. In this context, activities based on the theory of multiple intelligences as an effective teaching method for students' cognitive, affective and skill development at the primary school level and in the context of science courses are recommended in line with the research results.