• 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.

• Korean Journal of Childcare and Education
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• v.9 no.5
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• pp.131-156
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• 2013

The purpose of this study was to examine the importance of parental beliefs, parental attitudes and parental behaviors of parents with preschool children and the relationship of the variables in an attempt to help preschoolers to gain multiple-intelligence experiences in an integrated manner in consideration of their interests, needs, strengths and weaknesses. A survey was conducted on the selected parents who had preschool children, and a multiple regression analysis was carried out to look for connections among the variables. The findings of the study were as follows: First, the preschool girls were ahead of the preschool boys in linguistic intelligence, musical intelligence and spatial intelligence, and the latter surpassed the former in logical-mathematical intelligence. Second, whether there would be any differences among the preschoolers in multiple intelligences according to age was analyzed, and those who were at the Western age of five were ahead of the four-year-olds in logical-mathematical intelligence, bodily-kinesthetic intelligence and naturalist intelligence. Third, the parental attitude of the parents was identified as the most influential variable for the multiple intelligences of the preschoolers, followed by parental behavior. Parental beliefs just had a very small impact on their multiple intelligences. The findings of the study imply that parents should be helped to improve their parental attitude and parental behavior to boost the multiple intelligences of their preschool children.

• 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.

• Journal of the Korean Society for Library and Information Science
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• v.37 no.1
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• pp.43-60
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• 2003

Information Literacy Instruction(ILI) is recognised with essential role of the school library, as information use ability appears with one literacy in knowledge and information society. The successful ILI is necessary teaching and teaming model of student's activities that it provides the various experience, to motivate, to promote positive participation. Consequently, this study is developed to teaching and teaming model of student's activity through Multiple Intelligences which emphasizes to human's multi dimension and activities.

• 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.

• Human Ecology Research
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• v.56 no.3
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• pp.283-300
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• 2018

This study examined the effects of a practical problem based home economics instruction using multiple intelligences teaching and learning methods for the prevention school violence by high school students'. The contents of this study are as follow. 1) Develop the practical problem-based instruction using multiple intelligence and teaching and learning strategies for each protective factor both in teaching method aspects and learning content aspects during the 29-period of lesson plans. 2) Examine the effects of the instruction in the changes of pre- and post- impulsivity and aggression, self-esteem, empathy and attitudes to school violence after implementing home economics lesson plans. 3) Evaluate the instruction. The subjects of this study were 288 first grade students (124 male and 164 female students). The study utilizes a quasi-experimental pre-post design. The effect of the instruction by the paired t-test results showed that the aggression and impulsivity by the learners had been lowered; however, empathy and self-esteem increased; in addition, learners' attitudes toward school violence had changed positively. In conclusion, self-esteem in school as sub-variables of self-esteem increased; however, there was no statistically significant difference.

• Journal of The Korean Association of Information Education
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• v.18 no.1
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• pp.13-23
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• 2014

For this paper, we developed a game-addiction therapy program for students with gaming addiction based on multiple intelligences (MI) and verified its effects. The participants were 54 elementary students selected through a game addiction test in Incheon City, Korea. We tested the students' MI to facilitate program development. the students with gaming addiction showed strengths in the Bodily-kinesthetic, Naturalist, and Spatial intelligences whilst showing weaknesses in the Logical-mathematical, Intrapersonal, and Interpersonal intelligences as opposed to normal students who had opposite results. We arranged the program around various gaming and playing activities to engage their stronger intelligences; we added activities to address their weakness (i.e., Logical-mathematical, Intrapersonal, and Interpersonal intelligences). This study has shown that this program lowered the game immersion level of the students and was helpful in turning their attention to other activities. There were significant differences between pretest and posttest game addiction scores (p<0.001). Their weekly gaming time and computer usage decreased rapidly. Satisfaction with the game addiction therapy program based on MI was very high.

• Korean Journal of Health Education and Promotion
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• v.21 no.3
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• pp.151-177
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• 2004

Recently, the educational community has attempted to implement the theory of multiple intelligences. In approaching multiple intelligences, teachers have applied the same structural approach which has been so successful with cooperative learning. Cooperative learning is easy to learn and implement, fun for teachers and students, and produce profoundly positive outcomes along a remarkable number of dimensions. Different structures are designed for different outcomes, including enhanced mastery of subject matter, improved thinking skills, team building, class building, development of social character and social skills, communication skills, classroom management, classroom discipline, and development of and engagement of each of the multiple intelligences. Cooperative learning is becoming an increasingly popular teaching strategy. In this study, it is aimed to clarify the application of cooperative learning in health education. Cooperative Learning in health education enhances student learning by: 1) providing a shared cognitive set of information between students, 2) motivating students to learn the material, 3) ensuring that students construct their own health knowledge, 4) providing formative feedback, 5) developing social and health group skills necessary for success outside the classroom, and 6) promoting positive interaction between members of different cultural and socio-economic groups. Cooperative Learning structures and techniques in health education are following. Flash Card, Focused Listing, Structured Problem-solving, Paired Annotations, Structured Learning Team Group Roles, Send-A-Problem, Value Line, Uncommon Commonalities, Team Expectations, Double Entry Journal, Guided Reciprocal Peer Questioning, What if. Because the purpose of health education is the practice, therefore health specialists have to guide powerful and effective teaching method The application of cooperative learning in health education may improve its effectiveness.

• 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 Science Education
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• v.37 no.1
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• pp.1-10
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• 2013

The purpose of this study was to examine the effect of multiple intelligences-specific observation strategy on observation skills, achievement and scientific attitude in elementary science class For this study, the observation learning for the multiple intelligences-specific observation strategy was applied to elementary science class. The results of this study were as follows: To examine this learning materials were applied to elementary science curriculum, and an experimental group and a control group were selected from 4th graders at elementary school J located in Incheon. The results of this study were as follows.: 1. this study was found statistically significant difference in the pupil's enhancement of the observation ability(p<.05). Specifically, analysis of elements of the observation abilities, it was effective to increase abilities of classification of statements, qualitative observation and quantitative observation. 2. science academic achievement of the group using this developed program was significantly higher compared with a control group. 3. there weren't differences between the comparison and experimental groups in term of the scientific attitude. But the experimental group showed greater increases in the openness, spontaneity and creativity that are the elements of scientific attitude. In conclusion, the Multiple Intelligences Observation Training was useful to develop the elementary school student's the observation ability, science academic achievement, scientific attitude(openness, spontaneity and creativity) and better be widely applied to science education.