• Korean Journal of Child Studies
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• v.20 no.4
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• pp.119-139
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• 1999

The present study developed teaching-learning activities to improve personal intelligences and to investigate their effectiveness. Significant differences were found in both interpersonal and intrapersonal intelligence. Positive effects appeared in cooperative attitudes, capacity to care for and understand others, and in reflective thinking abilities. The results suggest the importance of a balanced educational curriculum in order to enhance human affective aspects, self-esteem, cooperative classroom climate formation and the moral and character development of students. Consistent and systematic investigation is needed on multiple intelligences theory, development of teaching-learning activities, their longitudinal effects, and a fair assessment instrument.

• Journal of Korean Home Economics Education Association
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• v.14 no.3
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• pp.51-64
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• 2002

The Purposes of This Study is to investigate the relationships among Multiple Intelligence(MI). Creativity and Home Economics achievements of the middle & high school students. The research of this study are performed as follows Subject of this study were 142 middle school student & 127 girls' high school. And The “Creativity Test” developed by Korean Creativity Research Institute(1998). Multiple Developmental Assesment scale were administrated as data gathering tools And end-term exam scores on 9 subject were collected as the measure of academic achievement. Especially the Home Economics achievement were collected with Written test and performance assesment. The data were analysed by pearson's correlation. The findings of this study were as follows: 1) A statistically significant correlation among the MI and Home Economics achievements in middle school students(linguistic, Logical-mathematical. Musical. Interpersonal, Intrapersonal) and high school students(linguistic, Logical-mathematical, Interpersonal) were found. But There were not statistical difference between another 8 subjects. 2) In middle school students. a statistically significant correlation among the creativity and Home Economics achievements were found But in high school students, statistically significant correlation among the creativity and Home Economics achievements were not found 3) In MI and Home Economics achievements correlation. there were not difference between written test and performance assesment.

• Korean Journal of Child Studies
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• v.22 no.4
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• pp.33-50
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• 2001

This research analyzed differences between parents and teachers in assessment of young children's potential abilities based on multiple intelligences theory. Subjects were 10 boys and 10 girls, 4 and 5 years of age and their parents and teachers. Children's potential abilities were measured by the Korean Project Spectrum(KPS) and by the assessments of parents and teachers. Data were analyzed by SPSS. Statistical methods were Cronbach's ${\alpha}$, t-test, and Pearson's and Spearman's correlations. Results revealed differences between the assessments of parents and of teachers. While teacher assessments were very similar to the results of the KPS on logical mathematical and linguistic intelligence, the results of parents' assessments were different from the results of the KPS on musical, interpersonal-intrapersonal, and naturalistic intelligence.

• The Korean Journal of Community Living Science
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• v.25 no.1
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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.

• Journal of Korean Home Economics Education Association
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• v.33 no.4
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• pp.85-101
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• 2021

The purpose of this study was to make suggestions for improvement by analyzing the activity tasks in the clothing life area in middle school 「Technology & Home Economics」 textbooks of the 2015 revised curriculum. For this purpose, the multiple intelligence teaching-learning strategy analysis criteria were reconstructed and used for analysis. The activity tasks of the clothing life area of 「Technology & Home Economics I」 textbooks from 12 different publishers were analyzed based on the reconstructed analysis criteria, and the content validity was verified by 11 experts. The content validity, assessed by CVI was 0.94. According to the results, the logical·mathematical intelligence accounted for the highest proportion with 31.02%, followed by linguistic intelligence(23.81%), visual/spatial intelligence(17.08%), intrapersonal intelligence(14.71%), interpersonal intelligence(5.79%), bodily/kinesthetic intelligence(5.22%), naturalistic intelligence(2.37%), and musical intelligence(0.00%). The results showed that the teaching-learning strategies most frequently implemented in clothing life area were logical/mathematical intelligence, linguistic intelligence, visual/spatial intelligence, and intrapersonal intelligence. On the other hand, teaching-learning strategies related to interpersonal intelligence, bodily/kinesthetic intelligence, and naturalistic intelligence were used at a relatively low proportion. Therefore, it is recommended to expand the teaching-learning strategies of interpersonal, bodily/kinesthetic, naturalistic and musical intelligence, for a more balanced intelligence development of students.

• Journal of the Korean Society for Library and Information Science
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• v.45 no.1
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• pp.169-188
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• 2011

The purpose of this study was to develop a reading instruction program which could help improve multiple intelligences related to personality, and then show its effectiveness. We conducted a survey of one junior high school in Chung-Nam province, consisting of 500 students in 18 classes to analyze what develops the three areas of multiple intelligences(intrapersonal intelligence, interpersonal intelligence and naturalist intelligence). We then want to proceed by developing reading instruction programs focusing on the growth of multiple intelligences.

• Journal of The Korean Association of Information Education
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• v.10 no.2
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• pp.201-208
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• 2006

This study is to make in-depth and supplementary web-based courseware concerning each student's developed intelligence. The seventh elementary school social studies in-depth and supplementary curriculum is student-centered curriculum that concerns a student's learning ability, aptitude, concern, interesting. career and so on. But, present social science courseware does study without regard to learners's interest and aptitude So in this study, We have a target to build and develope web-based devise that helps student's in-depth and supplementary learning after evaluating multiple intelligence. That should be based on student's favorite intelligence in multiple intelligence theory. Considering Intrapersonal intelligence, Interpersonal intelligence, Musical intelligence, Bodily-kinesthetic intelligence, Logical-mathematical intelligence, Linguistic intelligence, Spatial intelligence, We expect student's effective in-depth and supplementary learning based on each student's interest and capability.

• Korean Journal of Childcare and Education
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• v.10 no.5
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• pp.229-248
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• 2014

The purpose of this study is to draw guidelines on how to select traditional games that would efficiently help and develop multiple intelligences in children. Guidelines standard of section inquiries were prepared through a Delphi survey targeting twenty experts in early childhood education and traditional games. As a result, linguistic intelligence questions regarding writing, listening, speaking and vocabulary acquisition were selected. logical-mathematical intelligence questions regarding strategy, counting, patterns, hypothesis, verification, and comparing, contrasting, calculating ability were selected. Spatial intelligence questions regarding drawing, coloring, representation activities, operating and creating were selected, physical performance intelligence questions regarding global muscles, eye-hand coordination, flexibility, accommodation force, balance, agility and muscular strength were selected. Musical intelligence included questions about singing, and playing musical instruments. Interpersonal intelligence included perspective-taking, role-sharing, cooperation and discussion. For intrapersonal intelligence questions regarding personal significance-ties, planning-decision making, emotional expression and problem solving were selected. Finally, in relation to naturalist intelligence, questions regarding living organisms, inanimate objects and seasons were selected. In addition, traditional games were analyzed based on the finalized guidelines, and the results showed that each of the traditional games would not only work with one intelligence at a time but with other different intelligence as well. In the light of that, the study confirmed the validity of the guidelines on how to select traditional games that would develop multiple intelligences in children.

• Journal of The Korean Association of Information Education
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• v.6 no.3
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• pp.279-287
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• 2002

These days, school education is making every possible effort to bring up a human able to opposed creatively to 21 century social, because of society is global and informational step by step. For this, the special activity in the seventh curriculum is expended and reorganized from three areas to five areas. On the other hand, the special activity is pushed ahead with the developmental activity in consideration of student's ability and aptitude. However, the teachers are difficult to organize of the developmental activity in based on student's ability and aptitude. Because of developmental activity is organized in the beginning of a term, not only the teachers are fallen to realize student's ability and aptitude but also students ignore ability and aptitude themselves. Therefore this paper designs a program based on MI(Multiple Intelligence) theory to compose developmental activity effectively. Up to now, MI is introduced nine kinds of intelligence, Linguistic Intelligence, Logical-Mathematical Intelligence, Musical Intelligence, Spatial Intelligence, Bodily-Kinesthetic Intelligence, Interpersonal Intelligence, Intrapersonal Intelligence, Naturalist Intelligence, and Existentialist intelligence. this paper designs the K-MIDAS test[1] based on seven kinds of intelligence areas and implements developmental activity program suit to student's ability and aptitude based on the MI test result.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.14 no.6
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• pp.189-197
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• 2014

This study analyzed the characteristics of multiple intelligence and the levels of academic adjustment for the department and the major among undergraduate students majoring in IT. Seventy freshmen majoring in IT at the department of M, H University participated in this study and the basic major subject required for the department was Computer Language: I-C Language. Eight intelligence areas less controversial in Gardner's multiple intelligence theory were used; academic adjustment was manipulatively defined as the degree of adjustment for the department and the major among undergraduate students; and pleasure, flow, familiarity and relevance to the major, academic achievement, and major satisfaction were selected as variables through literature review. The undergraduate students majoring in IT showed high levels of interpersonal intelligence and intrapersonal intelligence, with insignificant gender differences. Significant correlations were found between multiple intelligence and academic adjustment. In particular, while pleasure and flow in C programming were found to be at low levels in academic adjustment, the significant correlation between linguistic intelligence in multiple intelligence and flow in C language was a very interesting finding. While significant correlation was not found between multiple intelligence and academic achievement, students who were more highly aware of the relevance to the major and who were more familiar with C language showed higher academic achievement. Lastly, limitations of this study were discussed; on the basis of the results, suggestions were made about prescriptive strategies to improve academic achievement for undergraduate students majoring in IT.