This study was conducted to determine the intelligence areas of the social sciences and science high school students and to examine them in terms of different variables.Design & Methodology: Screening method was used. This study was carried out with a total of 322 students at 9th and 10th grades in 2017-2018 academic year in Trabzon province, 150 students from Social Sciences High School and 172 students from Science High School. In this study, multiple intelligence inventory, biology attitude test and high school biology averages were used as data collection tools. The data obtained from these tools were analyzed using the SPSS 22 program; Mann-Whitney-U test for independent groups and Kruskal Wallise H test for one-way variance analysis.Findings: According to the data obtained, the dominant multiple intelligence types in science and social sciences high school are logical / mathematical, visual / spatial and musical / rhythmic intelligence. It was found that the multiple intelligences of social sciences high school students had no effect on the average academic achievement and biology course attitude and there were differences in most sub-dimensions in science high schools. Implications & Suggestions:The results of the research showed that the multiple intelligence fields of the students attending high school of science and social sciences differed, and accordingly, the academic achievement averages of biology and course attitudes towards biology showed variability. In different provinces, different data collection scales and more than one science and social science high school students who will form a larger sample can be applied and different studies can be performed to obtain general results.

The relationship between social sciences high school and science high school students' multiple intelligence levels and learning styles.