초등학교 아동의 다중지능 패턴과 과학적 사고력 및 과학에 대한 태도와의 관계 연구 = The Relationships of Patterns of Multiple Intelligences, Scientific Reasoning Skills, and Attitudes toward Science of Elementary School Children

다국어 초록 (Multilingual Abstract)

Recently, a growing awareness of the various dimensions of human intelligence has resulted in several major critiques of existing notion for intelligence human abilities. The Multiple Intelligences(MI) theory is one major alternative to these critiques. This study was undertaken with the purpose of providing insights into science teaching-learning theories and methodologies based on MI of children, with the hope of informing and changing school-based practice. To accomplish this purpose, we explored the relationships of patterns of multiple intelligences, scientific reasoning skills, and attitudes toward science of elementary school children. The results as follows.
First, there were no significant difference between MI and attitudes toward science by cognitive styles of the children. However, the scientific reasoning abilities of the field-independent children were significantly higher those of the field-dependent ones. This suggests that, when science teachers design and implement a specific strategy, the tasks should be presented with the consideration on cognitive styles of learners and the cooperative activities should be organized on the basis this factor.
Second, the differences among MI, the scientific reasoning abilities, and the attitudes toward science were not statistically significant.
Third, for attributes of the measures of MI, on both types of preference and ability the verbal/linguistic, bodily/kinesthetic, musical/rhythmic, naturalist intelligences were significantly different.
Forth, the intelligences of MI except for the interpersonal and bodily/kinesthetic, and musical/rhythmic intelligences were shown to have significant relationships with the scientific reasoning abilities. This suggest that for the improvement of children through the science teaching and learning situations, the opportunities to engage one's own superior or preferred intelligences, and various materials to stretch all aspects of the students' MI should be provided.
Finally, MI and the attitudes toward science were found to have significant positive relationships. This implies that to improve the attitudes toward science of children various intelligences should be used equally so that all intelligences to be stretched and celebrated.
These findings provide a basis for understanding the roles of MI in learning science. The results also highlight the need for teachers to provide experiences and to create environments which encourage the engagement of MI of learners when teach science subjects.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 이론적 배경
• Ⅲ. 연구 방법
• Ⅳ. 결과 및 논의
• Ⅴ. 결론 및 제언
• 참고문헌
• ABSTRACT