복합지능에 입각한 협동학습이 아동의 학업성취 및 학습태도에 미치는 효과 = (The) effects of cooperative learning based on multiple intelligence theory on academic achievement and learning attitude

다국어 초록 (Multilingual Abstract)

The purpose of the study was to investigate the effects of cooperative learning based on multiple intelligence Theory on academic achievement and learning attitude.
The hypotheses were as follows:
Hypothesis I : There would be significant difference of the academic achievement among Cooperative learning based on Multiple Intelligence Theory, Cooperative learning and Teacher centered learning.
Hypothesis Ⅱ : There would not be significant difference of learning attitude among Cooperative learning and Teacher centered learning.
The subject for this study were 123 6th grade students selected of O elementary school located in Busan. The subjects were classified into three groups : 41 studens were participated in cooperative learning sets based on Multiple Intelligence Theory sets, 41 students were participated in teacher centered learning sets.
In order to verify the effects of the experiment, the post-academic achievement thesis and the post-learning attitude tests were administered after treatment and their result were analyzed one way ANOVA and t-test.
The following one the results of this study:
The cooperative learning based on multiple intelligence Theory method produced higher academic achievement than other two groups. That is, the cooperative learning based on Multiple Intelligence Theory group showed higher academic achievement than cooperative learning group and teacher centered learning group.
The cooperative learning based on Multiple Intelligence theory showed better learning attitudes than other groups.
In conclusion, the cooperative learning based on Multiple Intelligence Theory were more effective than Cooperative learning and Teacher centered learning on between academic achievement and learning attitude. Finding of the study suggests that the cooperative learning based on Multiple Intelligence Theory be considered as the instructional principles for the improvement of instructional quality.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 목적 및 필요성 = 1
• 2. 연구의 문제 = 6
• 3. 연구가설 = 6
• 4. 용어의 정의 = 8
• 5. 연구의 제한점 = 9
• Ⅱ. 이론적 배경 = 11
• 1. 복합지능 = 11
• 1) 복합지능이론의 개념과 종류 = 11
• 2) 복합지능이론의 준거 = 15
• 3) 복합지능의 측정 = 16
• 4) 복합지능의 교육적 시사점 = 17
• 2. 협동학습의 의의 = 20
• 1) 협동학습의 개념 = 20
• 2) 협동학습의 기법 = 23
• 3) 협동학습의 의의 = 28
• 4) 협동학습에 대한 선행연구 = 30
• 3. 복합기능에 입각한 협동학습 = 32
• 4. 협동학습과 학업성취와의 관계 = 33
• 5. 협동학습과 학습태도와의 관계 = 34
• Ⅲ. 연구방법 = 36
• 1. 실험설계 = 36
• 2. 연구대상 = 37
• 3. 실험절차 = 37
• 4. 측정도구 = 43
• 5. 자료분석 = 44
• Ⅳ. 결과 및 논의 = 45
• 1. 연구결과의 분석 = 45
• 2. 논의 = 60
• Ⅴ. 요약 및 결론 = 63
• 1. 요약 = 63
• 2. 결론 및 제언 = 65
• 참고문헌 = 67
• 부록 = 78
• 영문초록 = 97