• 아동학회지
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• 제29권6호
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• pp.121-133
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• 2008

This study explored relationships among temperament, multiple intelligences and play characteristics of preschool children. Participants were 150 mothers of preschool children and 10 preschool teachers in Seoul. They responded to questionnaires; data were analyzed by correlation and multiple-regression major results showed there were positive correlations between emotionality sub-areas of children's temperament and play and between multiple intelligences and play as follows : (1) Cognitive play was predicted by linguistic intelligence and response of temperament, (2) Language play was predicted by interpersonal intelligence and physiology-regulation of temperament, (3) Social play was predicted by interpersonal intelligence and response of temperament, (4) Emotional play was predicted by logical-mathematical intelligence and emotions of temperament, and (5) Movement play was predicted by logical-mathematical intelligence.

• 대한지구과학교육학회지
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• 제3권1호
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• pp.76-85
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• 2010

The purpose of this study is to examine the effect of higher grades in elementary the science process skill and scientific attitudes by multiple-intelligence. To verify research problem, the subject of this study were sixth-grade students selected from two classes of an elementary school located in U1san : the search group is composed of twenty-nine students who were participated in multiple-Intelligence situation, and the other is composed of thirty-two students(comparison group) who were participated in teacher map based learning situation. During six weeks, the multiple-Intelligence was executed in th search group while the teacher map based instruction in comparison group Post-test showed following results: First, the search group showed a significant improvement in the science process skill compared th the comparison group. Second, the search group did not showed a significant improvement in the scientific attitudes compared th the comparison group. In conclusion, multiple-Intelligence teaching model was more effective than the teacher map based teaching model on science process skill. However, since the study has a limit on an object of the study and the applied curriculum, the additional studies need to be conducted with an extended comparative group and curriculum.

• 가정과삶의질연구
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• 제27권6호
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• pp.229-242
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• 2009

This study investigates how bioecological variables affect the child's multiple intelligence through independent and interactional ways. The subjects of this study were 147 pairs of 5-year-old children and their mothers, and the Project Spectrum was employed to measure multiple intelligences. Each mothers was asked to answer a questionnaire on her child's temperament, her maternal parenting style, 'goodness of fit' and 'the fit of child's intelligence'. Data were analyzed using a factor analysis and a hierarchical multiple regression with SPSS WIN 15.0. The main findings were as followings; First, 'the goodness of fit' to the child's temperament moderated the effect of a maternal parenting style that would foster child's dependency on the mathematical intelligence through interaction. 'The fit of child's intelligence' also moderated the effect of maternal positive parenting style to the child's mathematical intelligence. Second, in language intelligence, girls were more verbally intelligent than boys. In that regard, because the sex variable entails a combination of both inherent attribute and social-cultural effects, that result can be interpreted as an interaction between the individual and the environment. Lastly, a maternal parenting style that would foster child's dependency moderated the effect of the child's regular temperament on interpersonal intelligence. This means that the child's regular temperament can be a protective factor for the negative effect of a maternal parenting style that would foster child's dependency This study suggests that interactional factors such as 'goodness of fit' should be considered in studies involving children.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제24권3호
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• pp.807-830
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• 2010

다중지능은 지능을 이해하는 대안적인 방법으로서, 최근에는 다중지능을 이용하여 영재들의 특성을 파악하고 판별하는데 활용하려는 움직임이 늘어나고 있다. 본 연구에서는 이러한 추세에 따라 초등 수학영재의 다중지능파 부모가 생각하는 영재 자녀의 다중지능에 대해 7가지 영역에 대한 다중지능 검사지를 통해 어떤 양상이 나타나는지 비교해 보는 것이다. 영재와 부모를 통해 검사한 결과는 모두 논리-수학적 지능과 개인이해 지능은 강점이고, 신체-운동 지능은 약점으로 나타났으며, 나머지 지능은 중간 정도로 나타났다. 또한 각 지능별 요소에 대해 선호도를 알아본 결과 영재와 학부모가 생각하는 각 문항별 선호도도 거의 유사하다는 것을 알 수 있었다.

• 한국생활과학회지
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• 제15권1호
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• pp.71-81
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• 2006

The purpose of this study is to examine the differences in young children's multiple intelligence and social behaviors based not only on Montessori and general programs of day care centers but also on their gender and social- demographic factors. The subjects were 329 young children (182 boys and 147 girls aged from four to five) from two day care centers in Cheongju city. The instruments used in this study were HAPI (Hillside assessment of Perceived Intelligence) to measure the surveyee's multiple intelligence and Park & Lee's scale to measure their social behaviors. The frequencies, percentiles, mean, standard deviations, Cronbach a, t-teat, F and LSD were used to analyze the collected data through SPSS WIN program. The results of this study are as follows: 1) As for young children's multiple intelligence, there are differences according to young children's gender, order of birth, parents' level of education and teacher's working period out of social-demographic factors. 2) As for the young children's social behavior, there are differences according to young children's gender, mother's level of education and teacher's working period out of social-demographic factors.

• 디지털산업정보학회논문지
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• 제7권4호
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• pp.89-99
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• 2011

Digital edutainment games and educational content to the concept of combining learning and to draw conclusions that can be varied and fun learning program. Yet effective design. There's a lot of discussion about the systematic and scientific research, explore the difficult, but so is the growing field of endless possibility. Merely a linguistic capabilities of human intelligence and mathematical ability were measured primarily on issues raised in the traditional intelligence tests, and emerged a variety of multiple intelligences theory of human intelligence classified into 8 types and characteristics of each intelligence activities and guidelines for faculty are presented. These lessons are based on multiple intelligences theory professor activities through the design study for students to form learning activities to meet effectively and systematically conducted classes, and student-specific classes can be designed. In this study, multiple intelligences theory, based on children's edutainment content by linguistic intelligence, and intrapersonal intelligence body-kinestic intelligent and can learn by linking to content that was designed. Children interested in animation and gaming content through the feeling that you can become stiff in Korean alphabet education to solve the quests were designed to be a natural puleonagal.

• 기본간호학회지
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• 제21권4호
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• pp.433-445
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• 2014

Purpose: This study was conducted to examine relationships between critical thinking disposition and multiple intelligences. Method: Participants were nursing students (N=186) who completed a questionnaire assessing critical thinking disposition and multiple intelligences. Data were analyzed using descriptive statistics, t-test, analysis of variance with post hoc comparison, and Pearson correlation coefficients. Results: For type of multiple intelligences, 32.9% of students had the strongest fit for "interpersonal intelligence" type and 20.1% for "intrapersonal intelligence" type. Mean score for critical thinking disposition was $3.42{\pm}0.37$. Factors related to critical thinking disposition were participation in club activities (F=5.962, p=.001) with a representative role in the club (t=2.140, p=.034). There were significant differences in interpersonal intelligence scores by personality traits (t=2.445, p=.015), participation in club activities (F=10.003, p<.001), and friendship (t=2.539, p=.012); and significant differences in intrapersonal intelligence scores by participation in club activities (F=3.862, p=.010), having a representative role in the club (t=2.101, p=.037), and friendship (t=2.220, p=.029). Conclusion: Results indicate that critical thinking disposition is significantly associated with multiple intelligences and suggest that multiple intelligences should be considered to enhance critical thinking disposition when tailored teaching is adopted in nursing education.

• 아동학회지
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• 제30권2호
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• pp.195-209
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• 2009

This study analyzed aspects of multiple intelligences related to rhythm, melody, understanding and representation of traditional Korean music. Subjects were 60 4-to 6-years-old children. Instruments were the Children's Korean Traditional Music (KTM) Ability Test (Park 2006)and Korean Multiple Intelligence Development Assessment Scale-My Young Child (MIDAS-MYC, Shearer, 1996). Data were analyzed by correlations and t-test. Findings were that (1) average scores on KTM rhythm and understandings were higher than melody and representation. (2) Traditional rhythm ability correlated most with linguistic intelligence. (3) Multiple intelligences by representation ability for KTM differed significantly in Linguistic intelligence and relationships to Naturalist, Musical, Logical-mathematical, Interpersonal, and Bodily-Kinesthetic intelligences.

• 한국보육지원학회지
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• 제9권2호
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• pp.331-355
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• 2013

본 연구는 유아기 다중지능의 발굴과 지원에 있어서 유아 학부모의 중요한 역할을 인식하고 유아 학부모가 바라보는 다중지능 교육 프로그램에 대한 인식과 실태 및 요구 조사를 통해 유아기 다중지능 교육 프로그램에 활용할 수 있는 기초자료를 제공하는데 연구의 목적이 있다. 연구목적을 달성하기 위해 부산 소재 6개 유치원에 다니고 있는 유아의 학부모 350명을 대상으로 설문지 조사를 하였다. 연구결과 첫째 유아 학부모들의 다중지능교육에 대한 전반적 인식 높게 나타났으며, 둘째 유아 학부모들은 자녀의 강점을 개발하기 위한 방법으로 주로 유아교육기관과 유아용 학습지에 의존하는 경향이 많았다. 셋째 유아 학부모들은 다중지능 교육 시기는 만2세-만7세 이하가 적절하며 유아의 심리와 욕구에 대한 이해가 있는 교사를 선호하였다. 그리고 유아자녀의 다중지능 교육에의 참여와 이와 관련한 부모교육을 희망하였다. 그러나 일부 유아학부모들은 다중지능 교육을 영재교육이나 특수교육의 일환으로 오해하고 있는 부분도 있었다. 이와 같은 결과를 통해 본 연구는 유아 부모의 다중지능 교육에 대한 올바른 이해의 도모와 또한 다중지능 교육을 위한 유아교육기관과 교사 역할의 중요성에 대하여 인지하고 이후 다중지능 교육프로그램 개발 및 관련 부모교육 프로그램을 개발하기 위한 기초자료를 제공하는 데 그 의의가 있다.

• 아동학회지
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• 제26권5호
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• pp.217-232
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• 2005

This study examined the effects of an art program based on multiple intelligence theory on children's creativity and spatial ability. The art education program focused on three processes : perception, production and reflection. Subjects were 68 five-year-old children. The experimental design was 'The Untreated Control Group Design with Pretest & Posttest'. ANCOV was employed for statistical analysis. Results were that the children in the experimental group scored significantly higher on creativity and spatial ability than the children in the control group. Results imply that an art education program based on multiple intelligence theory can be an effective teaching model for improving children's creativity and spatial ability.