• Korean Journal of Child Studies
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• v.23 no.4
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• pp.215-226
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• 2002

This study examined the effects of the 'Friends of Nature' education program on multiple intelligence(MI) and emotional intelligence(EI or EQ). The 'Friends of Nature' activity was designed as an education program on the basis of the theories of multiple intelligence and emotional intelligence in order to develop MI and EI through real experiences in the nature. The subjects were 5-year-old kindergarten children, the education activities lasted for 7 months. Significant effects were found in the children's multiple and emotional intelligence between the control group and the activity group in some but not all areas of MI and EI. Consequently, the 'Friends of Nature' program can be said to have partially positive effects on the improvement of children's multiple and emotional intelligence.

• Child Health Nursing Research
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• v.13 no.4
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• pp.427-435
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• 2007

Purpose: This study presents the findings of various research on human intelligence and Multiple Intelligence Theory and suggested the implications of Multiple Intelligence Theory-based approach to the nursing education for the ill children. Method: Research objectives were accomplished by conducting a literature review. The main areas of the literature review included the Multiple Intelligence Theory, and it's application case for the children with learning disorder. Results: Dissatisfaction with traditional IQ tests has led to the development of a number of alternative theories, all of which suggest that intelligence is the result of a number of independent abilities that uniquely contribute to human performance. Among them, Multiple Intelligences Theory led to break intelligence down into at least eight different components: logical, linguistic, spatial, musical, kinesthetic, naturalist, intra-personal and interpersonal intelligences. In addition, Multiple Intelligence Theory and it's application case believes that every topic can be effectively taught and achieved using six entry points framework. Conclusions: The educational implications of Multiple Intelligence Theory in view of the health education and education in the children's hospital school should be considered for the ill children2's better education in a hospital setting.

• Research in Mathematical Education
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• v.12 no.1
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• pp.39-47
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• 2008

The purpose of this study is to analyze the strength and weakness of the intelligences appeared by the profile of the multiple intelligences of gifted children in mathematics. The subjects of this study were 80 students from D-Education Center for Gifted Children in Korea. Their multiple intelligences were measured by the self-scaling test of Korean-Multiple Intelligence Development Assessment Scale, in July 2006. The conclusions of this study are as follows: First, the strengths of multiple intelligences of the gifted children in mathematics are in logical-mathematical intelligence, intrapersonal intelligence and interpersonal intelligence. And, the weakness of multiple intelligences of the gifted in elementary mathematics is in bodily-kinesthetic intelligence. Second, formal educational curriculum of the gifted in elementary mathematics is required which can stimulate all kinds of intelligences.

• East Asian mathematical journal
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• v.37 no.4
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• pp.381-400
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• 2021

In this study, we compare the multiple intelligence of gifted students with the multiple intelligence of their children recognized by their parents. The subjects of the study are 118 students and their parents at the gifted education center affiliated with A University. First of all, there is a difference between the multiple intelligence of gifted students and the multiple intelligence recognized by their parents. Parents are highly regarded their children in all multiple intelligence components. Second, there are differences in multiple intelligence of gifted students' gender. The difference in multiple intelligence of children recognized by parents depending on the gender of the student was similar to the student's results. Third, there are not much difference in multiple intelligence between elementary and middle school students. However, there is a big difference between students and parents in the elementary school group compared to the middle school students. Therefore, since multi-intelligence can be developed by individual experience and environment throughout one's life, an educational environment that reflects objective evaluation and student needs rather than parental subjective judgment should be created.

• Journal of Korean Elementary Science Education
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• v.39 no.3
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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.

• Korean Medical Education Review
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• v.15 no.1
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• pp.46-53
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• 2013

The purpose of this study was to analyze the relationship among medical students' learning motivation, characteristics of multiple intelligence, and academic achievement. The participants were 144 medical students. The data were collected by administering learning motivation tests (self-confidence, self-efficacy, level of task, emotion of learning, learning behavior, failure tolerance, task difficulty, and academic self-efficacy), a multiple intelligence test (linguistic intelligence, logical-mathematical intelligence, musical intelligence, bodily-kinesthetic intelligence, spatial intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalistic intelligence), and two semesters of grades. There is a correlation between multiple intelligences and learning motivation. Among academic self-efficacy of academic motivation, the self-control efficacy (0.28) and behavior (0.18) subscales are significantly positively correlated with academic achievement. However, the emotion subscale (-0.18) was significantly negatively correlated. Learning motivation was correlated with two of the eight multiple intelligence profiles: the intrapersonal intelligence (0.18) and bodily-kinesthetic intelligence (-0.19). The structural equation modeling analysis showed that the behavior and self-control efficacy subscales of intrapersonal intelligence had an impact on academic achievement. An analysis according to the academic achievement group showed significant differences in self-control efficacy and emotion subscales with intrapersonal intelligence. A positive relationship can be observed between learning motivation and some characteristics of multiple intelligence of medical school students. In light of the findings, it is worth examining whether we can control medical students' learning motivation through educational programs targeting self-control efficacy and intrapersonal intelligence.

• The Mathematical Education
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• v.43 no.1
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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.

• Korean Journal of Childcare and Education
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• v.9 no.2
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• pp.331-355
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• 2013

The purpose of this study was to examine the awareness of parents with preschoolers about multiple-intelligence education programs, the state of their multiple-intelligence education and their needs. This was done in an effort to provide information on the successful utilization of early childhood multiple-intelligence programs, as parents exercise a great influence on the development of early childhood multiple intelligences. The subjects in this study were 350 parents of preschoolers in six different kindergartens located in the city of Busan, on whom a survey was conducted. The findings of the study were as follows: first, as for the awareness of the parents of the preschoolers on multiple-intelligence education, they placed an importance on that education in general. Second, concerning the state of their multiple-intelligence education, there was a strong tendency for them to rely on early childhood education institutions and study aids produced by relevant companies to foster the strength of their children. Third, regarding a time for early childhood multiple- intelligence education, they considered it advisable for preschoolers to start to receive that education at the Western age of 2 to 7, and they preferred teachers who had a good understanding of the psychology and needs of preschoolers. The parents wanted their children to receive that education, and hoped to receive parent education about it.

• Communications of Mathematical Education
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• v.24 no.3
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• pp.807-830
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• 2010

The purpose of this study is to analyze the strength and weakness of intelligences appeared by the profile of multiple intelligences of the mathematical gifted children and their parents. The subjects of this study were 73 students and 73 their parents 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 July in 2009. The conclusions of this study are as follows: The strengths of multiple intelligences of the gifted children in mathematics are logical-mathematical intelligence, intrapersonal intelligence. And, the weakness of multiple intelligences of the gifted in elementary mathematics is bodily-kinesthetic intelligence. This result is similarly in their parents' self-scaling test of KMIDAS. Therefore, formal educational curriculum of the gifted in elementary mathematics is required which can stimulate all kinds of intelligences.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.1
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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.