• 한국항공운항학회지
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• 제31권2호
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• pp.108-115
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• 2023

Alongside the rapid development of AI technology, which is stepping in to do tasks more quickly and less prone to error than humans can, the possibility for MI (multiple intelligence) development warrants equal attention and fervor. Recent theories of human intelligence point beyond standard cognitive capacity, IQ, and shine a light on the other unique potentials naturally endowed to humans. The applicability of MI to aviation is discussed, suggesting that it is important to consider ways to integrate MI development techniques into pilot education and training. Experiential starting points are discussed.

• 대한공업교육학회지
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• 제31권2호
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• pp.64-82
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• 2006

이 연구에서는 학습자 개인의 다양한 지적 능력을 파악할 수 있는 다중지능이 성별에 따라 기술적 문제해결력에 어떠한 영향을 미치고 있는가를 조사하여, 성별에 따른 기술적 문제해결력의 차이를 줄이기 위한 방안을 제시하고자 한다. 연구의 대상은 광역시 이상에 소재한 중학교 3학년 833(남학생 423, 여학생 410)명이었고, 문용린(2001)과 1998년 CRESST에서 개발한 도구를 사용하였다. 연구의 결과 첫째, 신체운동지능, 논리수학지능, 자연친화지능, 음악지능, 대인관계지능, 자기성찰지능은 남학생과 여학생간에 통계적으로 유의한 차이가 있는 것으로 밝혀졌다. 둘째, 기술적 문제해결력의 자기조절성향과 문제해결전략에서 남학생과 여학생간에 통계적으로 유의한 차이가 있는 것으로 밝혀졌다. 셋째, 자기조절성향에 영향을 미치는 다중지능으로 남학생은 논리수학지능, 언어지능, 자기성찰지능, 자연친화지능, 여학생은 논리수학지능, 자기성찰지능, 자연친화지능, 언어지능으로 밝혀졌다. 넷째, 문제해결력에 영향을 미치는 다중지능으로 남학생은 논리수학지능, 음악지능, 신체운동지능, 여학생은 언어지능과 음악지능으로 밝혀졌다. 다섯째, 지식 개념도 작성에 영향을 미치는 다중지능으로는 남학생과 여학생 모두 논리수학지능으로 밝혀졌다. 연구의 결과 나타난 성별에 따른 차이를 줄이기 위해, 초 중등학교 교육과정 개발에 다중지능과 직 간접적으로 관련된 분야를 집중적으로 개발할 수 있도록 고려한다면 다중지능의 차이에 의해서 발생되는 학업성취도 차이를 어느 정도 극복할 수 있을 것으로 판단된다.

• 한국초등과학교육학회지:초등과학교육
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• 제39권3호
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• pp.369-381
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• 2020

This study aims to analyse the relationship between multiple intelligence and scientific creativity of science-gifted elementary students focusing on the subject of biology. For this, 37 science-gifted fifth-graders in the Science-Gifted Education Center at an Office of Education conducted a multiple intelligence test. In addition, researchers collected science-gifted students' results of scientific creativity activity at the botanical garden field trip. The main findings from this study are as follows: First, strong intelligence was logical-mathematical intelligence for gifted students, and weak intelligence was found to be naturalistic intelligence for them. Second, there was no significant correlation in the relationship between multiple intelligence and scientific creativity of science-gifted students. Third, as a result of independent two sample t-test for each intelligence and scientific creativity scores divided into the upper and lower groups, only verbal-linguistic intelligence statistically differed significantly at the level of p<.05 (t=2.13, df=35, p=0.04). Fourth, as a result of conducting a two-way analysis to see if there were any interaction effects, verbal-linguistic and visual-spatial, logical-mathematical and visual-spatial, logical-mathematical and bodily-kinesthetic, and visual-spatial and musical-rhythmic intelligence all showed significant values at the level of p<.05 level in interaction effects on originality element comprising scientific creativity. Fifth, an analysis of students with high naturalistic intelligence showed that their scores of scientific creativity tasks conducted at the botanical garden field trip were all lower. Based on the results of this study, this study discussed the implications of scientific creativity learning linking multiple intelligence in primary science education and gifted education.

• 한국생활과학회지
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• 제22권6호
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• pp.529-546
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• 2013

The purpose of this study was to find the effects of parenting behavior, parenting involvement and father-child communicationon on children's multiple intelligence. For this purpose, 182 children selected from three elementary schools and their fathers participated in the study. The findings of this study are as follows : First, there were some significant differences in children's multiple intelligence according to the children's grade, gender, father's educational background and income. Second, there were some significant differences in children's multiple intelligence according to the parenting behavior, warmth acceptance, rejection restriction and permissiveness nonintervention behaviors, and to leisure activity, life guidance, study guidance of parenting involvement and to father-child open communication, problematic communication. Third, It was also found that children's grade, gender, father's educational background, warmth acceptance behavior, permissiveness nonintervention behaviors and open communication, problematic communication were all significant predictors of the children's multiple intelligence. In order to increase the children's multiple intelligence, parents should be warmer and more accepting and have open commnication with their children.

• 한국지역사회생활과학회지
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• 제25권1호
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• pp.75-87
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• 2014

This study examines the relationships between elementary school students' multiple intelligences, prosocial behaviors, and school adjustments. The sample included 367 students from two elementary schools, and data were collected using the multiple-intelligence index, the prosocial behavior inventory, and the school adjustment index. A statistical analysis was conducted using t-test, a one-way ANOVA (Duncan's test), and a multiple regression analysis. According to the results, there were significant differences in the students' prosocial behaviors according to their multiple intelligences in terms of their sharing, kindness, cooperation, help, sympathy, and protection. In addition, there were significant differences in their school adjustments according to their multiple intelligence in terms of their adjustments to their teachers, friends, studies, and rules and events. The students' multiple intelligence was a significant predictors of their prosocial behaviors and school adjustments. In particular, their interpersonal intelligences, intrapersonal intelligences, and linguistic intelligences were significant predictors of their prosocial behaviors and school adjustments. These results suggest that elementary school students should be encouraged to develop their multiple intelligence to facilitate their prosocial behaviors and school adjustments.

• 아동학회지
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• 제28권5호
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• pp.253-267
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• 2007

This study examined the relationships between multiple intelligences as cognitive factors and affective factors of learning motivation and academic self-concept. The data were collected from 276 4th grade elementary school students and analyzed by correlation, multi-variate analysis, and step-wise multiple regression. Results were that (1) multiple intelligences, learning motivation, and academic self-concept had statistically significant correlations among themselves. Multi-variate analysis showed that intra-personal intelligence explained 58.6% of the linear combination of learning motivation and academic self-concept. (2) Intra-personal intelligence explained 29% to 58% of learning motivation and its sub-factors of achievement motivation, internal locus of control, self-efficacy, and self-regulation. (3) Intra-personal intelligence, logical-mathematical intelligence, musical intelligence, and inter-personal intelligence were explanatory variables for academic self-concept and its sub-factors.

• 한국수학교육학회지시리즈A:수학교육
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• 제43권1호
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• pp.35-50
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• 2004

The purpose of this study is to analyze the strength and weakness of intelligences appeared by the profile of multiple intelligences of the gifted children in elementary mathematics. The subjects of this study were 79 students from D-Education Center for Gifted Children. Their multiple intelligences were measured by a self-scaling test of Korean-Multiple Intelligence Development Assessment Scale, at the beginning of September in 2003. The conclusions of this study are as follows: First the strengths of multiple intelligences of the gifted children in mathematics are intrapersonal intelligence, logical-mathematical intelligence and interpersonal intelligence. And the weakness of multiple intelligences of the gifted in elementary mathematics is bodily-kinesthetic intelligence. Second, formal educational curriculum of the gifted in elementary mathematics is required which can stimulate all kinds of intelligences.

• 영재교육연구
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• 제23권3호
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• pp.479-499
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• 2013

본 연구는 어머니의 양육태도가 유아의 지능과 다중지능 및 정서지능 간의 관계와 그 상대적 영향력을 분석하는 데 목적을 두었다. 이를 위해 만 3~5세 유아 215명과 그들의 어머니와 담임교사 15명을 대상으로 양육태도, 지능, 다중지능과 정서지능 검사를 실시하였다. 자료처리는 단순적률상관분석을 이용하여 각 변인간의 상관계수를 산출하였으며, 후진(backward)방법을 활용한 중다회귀분석을 실시하였다. 본 연구에서의 결론은 다음과 같다. 첫째, 어머니의 양육태도와 지능, 다중지능 간의 관계는 상관이 낮은 것으로 나타난 반면에 정서지능과의 관계는 상관이 높은 것으로 나타났다. 둘째, 거부적 태도와 자율적 태도가 유아의 지능 전체를, 거부적 태도가 다중지능 전체를, 애정적 태도와 자율적 태도가 정서지능 전체를 가장 잘 설명해 주는 변인으로 나타났다. 이러한 결과는 지능, 다중지능, 정서지능의 발달에 있어 어머니의 양육태도는 획일적으로 특정 태도를 보여주기보다는 자율적 태도를 중심으로 상황에 따라 애정적 태도를 보여주고 거부적 태도는 피하는 것이 바람직하다는 것을 시사한다.

• 대한공업교육학회지
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• 제30권2호
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• pp.72-81
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• 2005

The purpose of this study is to do research on correlation between multiple intelligence and e-Learning strategy, which can be used to develop and strengthen e-Learning strategy. The subject was 183 college students of engineering at C university who had ever taken a lesson through e-Learning. Two items are investigated in these college students. One is whether there is a gap and any gender-related difference in multiple intelligence and e-Learning strategy, and the other is what multiple intelligences have an effect on e-Learning strategy. The e-Learning strategy developed by In-Sock Lee and the instrument by Yong-Lin Moon were used. The results of this study are as follows. First, it appeared that there was a difference between gender in musical intelligence and naturalistic intelligence. The average of musical intelligence was higher in female collegian, while the average of naturalistic intelligence was higher in male collegian. But there was no gender-related difference in using e-Learning strategy. Second, it appeared that multiple intelligence gave an explanation of self-direction intelligence up to 31.1%, expression strategy 20.35%, and information processing strategy 16.6%. The results of this study showed that logical-mathematical intelligence affected all of three e-Learning strategies. So, new curriculum which can make use of logical-mathematical intelligence needs to be developed so as to devise efficient e-Learning strategies.

• 대한가정학회지
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• 제49권8호
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• pp.85-95
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• 2011

The purpose of this study was to examine the relationship between preschool teachers' multiple intelligence and their teaching and learning plans. For this purpose, multiple intelligences test(K-MIDAS) was conducted on 80 teachers in kindergartens located in Seoul and Gyeongsangnam-do and they were asked to map out teaching and learning plans about topics. The data were analysed with descriptive statistics and Pearson's correlation using SPSS PC program(16.0 version). Major findings were as follows: Teachers had the highest levels in interpersonal intelligence, followed by musical intelligence and linguistic intelligence; interpersonal intelligence and linguistic intelligence accounted for an especially high proportion of their teaching and learning plans. The higher a preschool teacher's physical activity intelligence, the greater the proportion of physical exercise, music, and logic and mathematics in their teaching plans. It was also found that preschool teachers with higher levels linguistic intelligence made more plans on self-understanding, whereas preschool teachers with higher levels of intelligence in the observation and investigation of nature made more plans on spatial area.