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This study which used survey model aims to examine the relationship between the multiple intelligence and learning styles of the Social Sciences High School and Science High School students. Multiple Intelligence Inventory and Learning Styles Inventory were used as data collection tools, which was conducted on 761 students from Social Sciences High School and Science High School. Mann Whitney-U test and point-biserial correlation analysis were used for data analysis. According to the findings, in the comparison of Social Sciences and Science High School types, it was found that mathematical and naturalist intelligence scores were more dominant in Science High School students. It was found that there is a statistically significant difference between the types of schools in which students attended the study in sensing/intuitive learning style. When the relationship between students' learning styles and their scores on multiple intelligence was examined, there were positive relationships, albeit low, in all four learning style dimensions. In line with these data, it is thought that the dimensions of learning style and multiple intelligence, in which individual differences manifest the most, will be considered, and it is thought that students will bring awareness of their own individual differences and individual success. [Note: The issue number (1) shown in the the suggested citation on the PDF is incorrect. The correct issue number is 3.]

This study aims at determining the science concepts and subjects used in the "religion courses" taught in secondary schools and the contribution of science to religion courses, which is not a widely studied topic in the relevant literature. Like qualitative research, this study is a multiple case study. The data were collected using a semi-structured interview with five Muslim religion teachers working in an eastern city of Turkey. The interview data were analyzed using the basic descriptive and content analysis methods. The findings showed that religion teachers benefit from the concepts and subjects of science in their courses; using life sciences in their religion courses had a positive impact in teaching religious subjects better to the students; the use of the concepts of life sciences in religion courses enabled students to perceive the subject better; students enjoyed the use of science concepts in religion courses and also students asked questions to their teachers about many subjects of life sciences. Religion teachers expressed that they did not feel competent enough in the life sciences. Some recommendations, such as organizing in-service training have been made for religion teachers to feel competent enough in life sciences.