프로젝트 스펙트럼 중심 유아용 논리·수학적 지능 평가도구 개발 및 타당화 연구 = Development and validation of project spectrum based young children's logical-mathematical intelligence assessment tool

국문 초록 (Abstract)

본 논문은 최근 많은 관심을 받고 있는 다중지능을 이론적 배경으로 하여 전개되었다. 연구의 목적은 다중 지능의 핵심 지능이라 볼 수 있는 논리·수학적 지능을 유아들의 상이한 수준에 따라 개별적으로 활용할 수 있는 유아용수준별 논리-수학적 지능평가도구 즉, LMPS를 프로젝트 스펙트럼 활동을 기반으로 하여 개발하여 타당성을 입증하고자 한 것이다.
개발된 LMPS의 타당화 작업을 위하여 LMPS의 내용타당도 및 공인타당도를 검증하고, LMPS가 프로젝트 스펙트럼에서 논리·수학적 지능의 핵심적 능력이라고 밝힌 수학적 추리력, 공간적 추리력, 논리적 문제해결력을 타당하게 측정하는 평가도구인지 요인분석을 통해 검증하였다. 또한 LMPS에 대한 교사의 만족도를 분석하여 교사에게 도움을 줄 수 있는 평가도구인지 연구하였다.

다국어 초록 (Multilingual Abstract)

The purpose of this research is to develop and verify the LMPS, based on project spectrum, an evaluation program for the infants' mathematical ability. LMPS could be utilized according to the infants' individual level of logics & mathematics which are the core of multiple intelligence.
Hence, it was verified the public validity of contents for the validation of developed LMPS. Then, it was studied whether LMPS is a valid program for the measurement of mathematical deductive ability, spatial deductive ability and logical problem solving ability that are described as the core ability of logical & mathematical intelligence in the project spectrum by adopting factor analysis skill. It was tried to find out whether LMPS is a useful evaluation program for teachers by analyzing the satisfaction degree.
One hundred twenty(58 males & 62 females, age 6 to 7) out of 360 young children with good logical & mathematical intelligence in the preschools of S, W, O, J, X, H, N Jeonbuk province have been adopted as samples and 50 juvenile education experts and 50 mathematic experts have been selected to verify the appropriateness of LMPS. For the evaluation of teachers' satisfaction deegree, 100 incumbent preschool teachers have been used as samples.
Based on the previous children' mathematics researches, 65 evaluation items of 7 evaluation categories (figures & calculations, classifications & patterns, diagrams(space), measurement, probability & statistics, regularity & function, strategical think & problem solving) have been prepared by the joint discussions of 3 juvenile education experts who are incumbent professors, and 3 mathematics experts as the first step for this research. In the second step, project spectrum class, based on multi intelligence, has been going on for 3 years and the 65 evaluation items and 7 categories that were presented in the 1st step have been filtered to 18 items by a group of 10 juvenile education experts with genius education certificates to see if the items are acceptable to the children and if they could be developed by adopting project spectrum.
The Cronbach coefficient of developed LMPS for the level is 70~74, for the level , 68~78 and for the level Ⅲ, Ⅰ Ⅱ 75~78 that are comparatively high. Therefore, it is proved that the evaluation program developed in this research evaluates the consistent part of logical & mathematical intelligence.
The validation process of LMPS has been verified through infants and preschool teachers. In the case of infants, they were classified as 'good', 'fair' and 'poor' according to their mathematical intelligence level and verified if there is any difference among the average values of 'good', 'fair' and 'poor' according to the level Ⅰ, Ⅱ and Ⅲ of LMPS. As a result, it is found that there was a significant difference according to the level Ⅰ, Ⅱ and . It proves that LMPS is capable of discriminating the problem solving capability of logical & mathematical intelligence area.
Since it was developed through the continuous discussion with experts then received comparatively good appropriateness grade according to the analysis result of question list from the juvenile education experts and mathematics education experts, the contents of LMPS evaluation program must have been verified. Also, the comparison of those standard Wexler intelligence probation test, basic learning ability probation test, korean individual intelligence probation test shows a significant relationship that proves the public validity is verified.
And, according to the result of LMPS factor analysis, three common factors are derived such as mathematical deductive ability, spatial deductive ability and logical problem solving ability. Though LMPS has been developed to measure mathematical deductive ability, spatial deductive ability and logical problem solving ability which are the core capability of project spectrum, we could have two of new factors (reversible thinking ability and procedural thinking ability) by analyzing the derived factors. However, as a result of correlation analysis among each factors, these two factors showed a high level of correlation coefficient with logical problem solving ability and are confined just two items of LMPS that proves LMPS mainly measures mathematical deductive ability, spatial deductive ability and logical problem solving ability.
Finally, there came out an overall positive reaction that LMPS is useful to preschool teachers when analyzing the satisfaction level, even though LMPS received a low evaluation in the aspect of alleviating preschool teachers' burden.

목차 (Table of Contents)

• 목차
• 표차례 = ⅲ
• 그림차례 = ⅴ
• ABSTRACT = ⅵ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구 목적과 내용 = 6
• 3. 연구의 제한점 = 8
• 4. 용어의 정의 = 9
• Ⅱ. 이론적 배경 = 11
• 1. 프로젝트 스펙트럼의 이론적 배경 = 11
• 가. 다중지능이론과 프로젝트 스펙트럼 = 11
• 나. 다중지능이론에서의 평가 방법 = 21
• 2. 프로젝트 스펙트럼의 특징과 코너 = 23
• 가. 프로젝트 스펙트럼의 개관 = 23
• 나. 프로젝트 스펙트럼의 특징 = 26
• 다. 프로젝트 스펙트럼의 코너 = 30
• 라. 프로젝트 스펙트럼의 평가 = 35
• 3. 선행연구 고찰 = 42
• Ⅲ. LMPS의 개발 = 48
• 1. LMPS 개발 과정 = 48
• 가. LMPS 개발 목적 및 방향 = 48
• 나. LMPS의 평가내용 선정과정 = 50
• 다. LMPS의 측정영역 및 활동 = 59
• 라. LMPS의 평가기준 개발 = 60
• 마. 예비검사 = 65
• 2. LMPS의 흐름도 = 67
• 3. LMPS의 구성 = 69
• 4. LMPS의 양호도 = 77
• 5. LMPS의 신뢰도 = 80
• Ⅳ. LMPS 타당화 = 82
• 1. 연구방법 = 82
• 가. 연구 대상 = 82
• 나. 연구도구 = 83
• 다. 통계적 분석 = 88
• 2. LMPS의 타당화 = 89
• 가. 문제해결 수준의 변별도 = 89
• 나. LMPS의 내용타당도 = 100
• 다. LMPS의 공인타당도 = 105
• 3. LMPS의 요인분석 = 110
• 4. LMPS에 대한 교사의 평가(만족도) = 117
• Ⅴ. 요약 및 결론 = 120
• 1. 요약 = 120
• 2. 결론 및 제언 = 123
• 가. 결론 = 123
• 나. 제언 = 124
• 참고문헌 = 127
• 부록 = 136
• 부록 1 논리·수학적 지능 측정 검사지 = 137
• 부록 2 LMPS 내용타당도 검사 = 140
• 부록 3 교사의 만족도 검사지 = 144
• 부록 4 LMPS평가도구 예시 = 151