• Journal of Gifted/Talented Education
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• v.19 no.1
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• pp.69-94
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• 2009

The purpose of this study was to develop and apply a Korean language education program based on multiple intelligences in a bid to foster the multiple intelligences, self-efficacy and achievement motivation of elementary schoolers in regular language arts class. It's basically meant to create the educational conditions for every child to exert his or her abilities. Two research questions were posed: 1. What should be the objectives, content and teaching-learning methods of a Korean language education program based on multiple intelligences? 2. What effect does a Korean education program based on multiple intelligences have on children's multiple intelligences, self-efficacy and achievement motivation? The subjects in this study were 58 Students in two different third-grade classes in M elementary school in the city of Daejeon. A Korean language education program based on multiple intelligences was implemented during a 4month period of time, and an inclusive approach of multiple intelligences and cooperative learning were applied. The major findings of the study were as follows: First, in order to develop a Korean education program based on multiple intelligences, the kinds of themes that could cover multiple intelligences in an inclusive way were selected in consideration of the learning objectives of the major units of a third-grade language arts textbook(second semester) of the 7th national elementary language arts curriculum. And then an inclusive Korean education program was prepared, which consisted of four stages: problem awareness, problem-solving planning, problem solving, and reflection/application/development. Second, the Korean education program based on multiple intelligences had a positive effect on the children's multiple intelligences, self-efficacy and achievement motivation and suggested some of new directions for school education that typically stressed linguistic and logical-mathematical intelligences only.

• Korean Journal of Cognitive Science
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• v.27 no.2
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• pp.159-219
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• 2016

Mathematical ability is important for academic achievement and technological renovations in the STEM disciplines. This study concentrated on the relationship between neural basis of mathematical cognition and its mechanisms. These cognitive functions include domain specific abilities such as numerical skills and visuospatial abilities, as well as domain general abilities which include language, long term memory, and working memory capacity. Individuals can perform higher cognitive functions such as abstract thinking and reasoning based on these basic cognitive functions. The next topic covered in this study is about individual differences in mathematical abilities. Neural efficiency theory was incorporated in this study to view mathematical talent. According to the theory, a person with mathematical talent uses his or her brain more efficiently than the effortful endeavour of the average human being. Mathematically gifted students show different brain activities when compared to average students. Interhemispheric and intrahemispheric connectivities are enhanced in those students, particularly in the right brain along fronto-parietal longitudinal fasciculus. The third topic deals with growth and development in mathematical capacity. As individuals mature, practice mathematical skills, and gain knowledge, such changes are reflected in cortical activation, which include changes in the activation level, redistribution, and reorganization in the supporting cortex. Among these, reorganization can be related to neural plasticity. Neural plasticity was observed in professional mathematicians and children with mathematical learning disabilities. Last topic is about mathematical creativity viewed from Neural Darwinism. When the brain is faced with a novel problem, it needs to collect all of the necessary concepts(knowledge) from long term memory, make multitudes of connections, and test which ones have the highest probability in helping solve the unusual problem. Having followed the above brain modifying steps, once the brain finally finds the correct response to the novel problem, the final response comes as a form of inspiration. For a novice, the first step of acquisition of knowledge structure is the most important. However, as expertise increases, the latter two stages of making connections and selection become more important.