• Korean Journal of Childcare and Education
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• v.12 no.3
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• pp.79-97
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• 2016

The purpose of this study was to investigate the effects of children's multiple intelligences and temperaments on their play behaviors. In order to achieve this, 155 mothers and 21 teachers of children aged 4 to 6 years old were invited to participate in an observe-reported survey. The data were analyzed using descriptive statistics, Cronbach's ${\alpha}$, Pearson's correlation, and hierarchical regression analysis using SPSS version 18.0. It was found that both multiple intelligences and temperament types have partial influences on play behaviors of young children; it was confirmed that among multiple intelligences of children, logical-mathematical intelligence influences onlooker behaviors in a positive way, body-kinesthetic intelligence has a positive effect on rough-and-tumble play, and musical intelligence positively affects social play during free-choice play. Also, children with a difficult temperament were more likely to participate in solitary play than children with a slow temperament. These results imply that teachers' guidance and involvement of children's play should differ by types of temperament and levels of multiple intelligence in children.

• The Mathematical Education
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• v.47 no.4
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• pp.405-419
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• 2008

The purpose of this study is to find oui the effects of teaching mathematical concepts by designing and applying teaching and learning programs that takes into consideration the students' strong intelligence, through the teaching and learning strategies based on the multiple intelligences theory. For this study, developmental and experimental research was conducted. In the developmental research part of the study, teaching and learning programs for teaching the concept of multiplication were designed and the activities based on the multiple intelligences were chosen. On the other hand, in the experimental research part, the data acquired from the application of nonequivalent control group pretest-posttest design in the actual classes was processed and analyzed. The results above indicate that the teaching and learning program based on the multiple intelligences theory improved the students' overall understanding of mathematical concepts by providing various types of activities. In addition, this program helped students to increase their confidence and generate a positive attitude towards learning math.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.26 no.4
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• pp.65-82
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• 2015

This study tries to discuss the problems of reading education based on the theory of multiple intelligences and after reading activity. For the theory of multiple intelligences, Dr. Howard Gardner asserted eight types of multiple intelligences under the presupposition the anyone had infinite ability. He analyzed and applied reading education by types of multiple intelligences and proposed a new program for the reading education aiming to evenly promote children's various intelligences and heighten their creativities. The purpose of the new program is to have children throw away the idea that they should perfect their resultants in reading education time, develop their own strong intelligences through various experiences and processes and complement their lacking abilities. To prove the validity of the program I made FGI (Focus Group Interview) to the sample group consisting of child reading education experts. Analyzing the interview showed that the general idea of the group corresponded to the researcher's expectation effect. I see that reading education has one-dimensionally developed significance if it enables all the children of the present and the future not to have the oppressive feeling that they should produce masterpieces in reading education but to take pleasure in the activities and improve their own abilities.

• Journal of Korea Society of Digital Industry and Information Management
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• v.7 no.4
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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.

• Journal of the Korean Society for Library and Information Science
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• v.43 no.4
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• pp.101-115
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• 2009

This research was based on Howard Gardner's multiple intelligences theory. The purpose of this study was to describe students' book selection preferences using the theory of multiple intelligences. We have conducted a survey of high schools in the Chung-Nam province, consisting of 100 students, 50 in the high academically achieving group and another 50 in the low achieving group, in an attempt to analyze the relationship between their book selection preferences and the types of students' multiple intelligences. We want to assist in the research data for the reading guide.

• The Journal of the Convergence on Culture Technology
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• v.9 no.1
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• pp.53-59
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• 2023

We aim to investigate whether the activities in the 2015 revised elementary English textbooks are reflected in terms of Multiple Intelligences. Specifically, we analyze three types of activities including project, game, and cultural activities in three types of the 5^th grade English textbooks. Additionally, we compare the differences in the Multiple Intelligences according to three different publishers. The data includes three different sorts of fifth-grade English textbook activities. We found that verbal-linguistic intelligence, interpersonal intelligence, and visual-spatial intelligence are heavily involved in project activities. Verbal-linguistic intelligence, interpersonal intelligence, visual-spatial intelligence, and kinesthetic intelligence are all utilized in game activities. Lastly, cultural activities demonstrate verbal-linguistic and visual-spatial intelligence. In consideration of the diversity of students, we suggest that English textbooks need to consider diverse and well balanced approach to incorporating Multiple Intelligences in order to make the textbooks to meet the needs of the diversity of learners.

• Journal of Gifted/Talented Education
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• v.21 no.4
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• pp.979-992
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• 2011

Gifted children cultivate their many talents through experience. For the purpose of revealing the talents or abilities of gifted children, it is necessary to provide them with various types of environment for their exploration from the early stage of their school age. In addition, knowing their concern, aptitude and interest from the early stage of their school age will be much helpful for them to grow, advance and search for their future career path. Accordingly, the purpose of this study is to examine the definitional and cognitive characteristics of gifted children through tests on the creative disposition, creative thinking power, multiple intelligences and morality of gifted children at the early stage of their school age in order to provide basic information on the gifted children studies. Accordingly, 90 gifted children were selected as the participants of this study through observation and recommendation. The result showed much difference between the second grade and the third grade in their creative disposition, creative thinking power, multiple intelligences and morality according to school year. As for the difference according to gender, the second grade female students showed meaningful differences in the sub-domain of creative disposition, multiple intelligences and morality and the third grade showed no differences. Such study result shows that students in upper school year clearly have their own sense of purpose.

• Journal of The Korean Association of Information Education
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• v.11 no.3
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• pp.349-358
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• 2007

This study is to develop a web-based career guidance system to be a help making a decision on one's occupation, which is important for a person's life. As career development education for higher grades of elementary school aims at providing basic knowledge necessary for career choice and forming a basic attitude toward occupation and values, it is desirable to carry out the guidance of a variety of occupations on the basis of personal interest and aptitude of individual students. Previously, however, most studies have remained at the level where simply test results are notified. Therefore, the study administered a career development test fit for higher grades of elementary school who are at the stage of potential career choice and developed a web-based career guidance system in which suitable occupation types are advised of based on the results. Beyond notifying test results, the developed career guidance system presents 3 excellent intelligences, rather than converting test results into scores. Thus, it is expected that the system will help students understand their areas of excellent intelligence, efficiently study related occupation types and duties, and learn to have awareness and make a better decision in relation to their career.

• (The) Korean Journal of Educational Psychology
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• v.23 no.3
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• pp.645-663
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• 2009

The purpose of this study is to develop and verify a Korean Diagnostic Scale of Multiple Intelligence(MI), which will be an alternative test to avoid problems with former Shearer's MI test and to adopt H. Gardner's suggestions to develop MI assessment. The test is developed 5 types; kindergartner, elementary lower grader, elementary upper grader, middle schooler, high schooler test. A form of test is diversified with 3 types; multiple-choice items for accomplishment, true or false items for ability, and self-reported items with likert scale for interest and ability. According to H. Gardner's suggestions, we have tried to reanalyze key component of MI, analyze an overlapping or hierarchical relationship between intelligences, develop intelligences-fair items, diversify form of item. We have developed a final standardized test through a primary, secondary preliminary-test analysis, and sampled 5,585 students by age, gender, and regional groups. As a result of this sampling test, we can get a norm score and compare individuals with other's score relatively. To verify this test, we analyzed behavior observation, mean, standard deviation, a percentage of correct answers, reliability of each test type, correlation between intelligence scales, Kruskal-Wallis test of mean rank of career choice by intelligences. As a result of correlation analysis between sub-intelligence scales, we can conclude that this MI test is satisfied with intelligence independent assumption. Besides, as non-parametric statistics test(Kruskal-Wallis) of career choice by intelligences, we can identify that MI is related with domain of career choice. This test is not a linguistic and logical-mathematical biased test but a intelligences-fair test. It makes us compare individual's potential with a norm score. Besides, it could be useful as a means of educational prescription or counsel in comparison with ability, interest, and accomplishment of individual. But this test is limited to do factor or correlation analysis between types of sub-test, because items are minimized for a time-constraint and a heavy burden of test receiver. But if it could be tested with increased items by two sessions, further research could be expected to get over this constraints and do a further validation analysis.

• Journal of Korean Library and Information Science Society
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• v.50 no.1
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• pp.85-103
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• 2019

This study aims to analyze the direction of the reading education programs based on the 2015 revised curriculum and to seek the plans for the school library and the teacher librarian to be able to contribute them. For this purpose, the types of school-based reading education programs in the report of 100 excellent school curriculum in 2016, which was first applied by the amended curriculum were analyzed through multiple intelligences. Upon the analysis results, the reading education programs in the schools showed to be operated with interpersonal Intelligence. Community-aligned reading was the most frequently operated in the primary schools while student reading club activities were the most common in the middle and high schools. In case of reading education program related to linguistic intelligence, the most commonly operated ways were reading books, writing with literatures, and writing book report, in primary, middle, and high schools, respectively. In case of reading education program related to spatial intelligence, media production type showed the most commonly operated in all types of schools. However, there was no reading program related to naturalist intelligence. Based on these analysis results, the plans to contribute the activation of reading education programs by school libraries under the 2015 amended curriculum were suggested in the aspects of development of connection programs with teachers, students and parents as the center of education community, installation and operation of maker spaces and enhancement of program management and inquiry-based learning competency of teacher librarians.