복합지능이론의 교수전략을 적용한 수업이 초등학생의 학업성취에 미치는 효과 및 학습자 반응 분석 = (The) effects of the instructional model using the teaching strategies based MI theory on the academic achievement and the analysis of the learners' responses

다국어 초록 (Multilingual Abstract)

The purpose of the present study was to investigate the effects of the instruction using the teaching strategies based on the Theory of Multiple Intelligences and to analysis the learners´ responses. The specific questions set up for the present study were as follows:1. Which of these instructions, the teacher-centered instructional model and the instructional model using the teaching strategies based on the Theory of Multiple Intelligences, has the more effective results on academic achievement?2. What are the learners´ responses on the teaching strategies based on the Theory of Multiple Intelligences like?
The subjects of the present study were 80 students sampled from 5th graders of a elementary school in Pusan. The first experimental group(control group) is consisted of one class of students who participated in the teacher-centered instructional mode. The second experimental group(experimental group) is consisted of one class of students who participated in the instructional model using the teaching strategies based on the Theory of Multiple Intelligences.
It took 6 week for the experiment.
In order to verify the effects of the experiment, the post-academic achievement test was administered after treatment and the quantitative data was analyzed by t-test.
The results from the present study were as follows:First, the scores of experimental group were significantly higher than those of the control group. In comparison to the pre-post test scores, the post test scores of the experimental group were higher, while those of the control group were a little lower.
The reason for this result is the understanding of academic information in different perspectives by evoking their interests and equally providing the opportunities to use the seven intelligences.
Second, the learners´ responses on the instructional model using the teaching strategies based on the Theory of Multiple Intelligences were analyzed and evaluated according the four categories, favorite activities, tasks solving, products presentation, and degree of satisfaction.
The learners´ responses were identified positively.
The favorite activities were role-playing, creating songs and singing. While the learners had difficulty in gathering resources to solve tasks, they enjoyed and wanted continually to learn by this instructional mode.
The above results therefore implied that;
First, the instructional model using the teaching strategies based on the Theory of Multiple Intelligences is more effective in academic achievement than the teacher-centered instructional model. Therefore, in order to increase the teacher-centered instructional mode. Therefore, in order to increase the academic achievement, we need to include equally the teaching strategies which make learners experience these seven intelligences.
Second, most of the learners showed the positive responses to the instructional model using the teaching strategies based on the Theory of Multiple Intelligences.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 4
• 3. 연구의 가설 = 5
• 4. 용어의 정의 = 5
• 5. 연구의 제한점 = 7
• Ⅱ. 이론적 배경 = 8
• 1. 복합지능이론 = 8
• 2. 복합지능이론과 교수전략 = 13
• 3. 복합지능이론의 수업과 교사중심 수업 = 21
• 4. 선행연구의 동향 = 25
• Ⅲ. 연구방법 = 28
• 1. 연구대상 = 28
• 2. 실험설계 = 28
• 3. 측정도구 = 29
• 4. 연구절차 = 31
• 5. 자료처리 = 35
• Ⅳ. 결과 및 논의 = 36
• 1. 결과분석 = 36
• 2. 논의 = 45
• Ⅴ. 요약 및 결론 = 50
• 1. 요약 = 50
• 2. 결론 및 제언 = 51
• 참고문헌 = 54
• 부록 = 60
• 영문초록 = 79