• Research in Mathematical Education
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• v.12 no.1
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• pp.39-47
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• 2008

The purpose of this study is to analyze the strength and weakness of the intelligences appeared by the profile of the multiple intelligences of gifted children in mathematics. The subjects of this study were 80 students from D-Education Center for Gifted Children in Korea. Their multiple intelligences were measured by the self-scaling test of Korean-Multiple Intelligence Development Assessment Scale, in July 2006. The conclusions of this study are as follows: First, the strengths of multiple intelligences of the gifted children in mathematics are in logical-mathematical intelligence, intrapersonal intelligence and interpersonal intelligence. And, the weakness of multiple intelligences of the gifted in elementary mathematics is in bodily-kinesthetic intelligence. Second, formal educational curriculum of the gifted in elementary mathematics is required which can stimulate all kinds of intelligences.

• The Mathematical Education
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• v.43 no.1
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• pp.35-50
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• 2004

The purpose of this study is to analyze the strength and weakness of intelligences appeared by the profile of multiple intelligences of the gifted children in elementary mathematics. The subjects of this study were 79 students from D-Education Center for Gifted Children. Their multiple intelligences were measured by a self-scaling test of Korean-Multiple Intelligence Development Assessment Scale, at the beginning of September in 2003. The conclusions of this study are as follows: First the strengths of multiple intelligences of the gifted children in mathematics are intrapersonal intelligence, logical-mathematical intelligence and interpersonal intelligence. And the weakness of multiple intelligences of the gifted in elementary mathematics is bodily-kinesthetic intelligence. Second, formal educational curriculum of the gifted in elementary mathematics is required which can stimulate all kinds of intelligences.

• 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.

• Communications of Mathematical Education
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• v.24 no.3
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• pp.807-830
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• 2010

The purpose of this study is to analyze the strength and weakness of intelligences appeared by the profile of multiple intelligences of the mathematical gifted children and their parents. The subjects of this study were 73 students and 73 their parents from D-Education Center for Gifted Children. Their multiple intelligences were measured by a self-scaling test of Korean-Multiple Intelligence Development Assessment Scale, at July in 2009. The conclusions of this study are as follows: The strengths of multiple intelligences of the gifted children in mathematics are logical-mathematical intelligence, intrapersonal intelligence. And, the weakness of multiple intelligences of the gifted in elementary mathematics is bodily-kinesthetic intelligence. This result is similarly in their parents' self-scaling test of KMIDAS. Therefore, formal educational curriculum of the gifted in elementary mathematics is required which can stimulate all kinds of intelligences.

• Korean Journal of Childcare and Education
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• v.1 no.1
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• pp.59-81
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• 2005

The purpose of this study was to examine how Montessori-education program, one of different early-childhood education programs, was tied into the multiple intelligences of young children and how Montessori education program affected their multiple intelligences. It's basically meant to determine the efficiency of Montessori-education program. The major findings of the study were as follows: First, the Montessori-education program turned out to have a favorable effect on the development of the young children's multiple intelligences. Second, among the subfactors of multiple intelligences, the musical and bodily-kinesthetic intelligences of the preschoolers were little affected by the Montessori-education program, but that had a good impact on their logical-mathematical, spatial, linguistic, interpersonal, intrapersonal, and naturalist intelligences. The above-mentioned findings suggested that Montessori-education program was one of efficient teaching methods to step up the development of young children's multiple intelligences.

• Journal of Korean society of Dental Hygiene
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• v.15 no.4
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• pp.623-629
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• 2015

Objectives: The purpose of the study is to investigate the relationships between multiple intelligence, academic self-efficacy, satisfaction with major in dental hygiene students. Methods: A self-reported questionnaire was filled out by 490 dental hygiene students in Jeonbuk from March to April, 2015. The questionnaire consisted of 119 questions of multiple intelligences, 28 questions of academic self-efficacy, 5 questions of satisfaction with major by Likert 5 scale. Data were analyzed by descriptive statistics, Pearson's correlation test, and stepwise multiple regression test using SPSS 18.0 program. Results: The students had the highest score in interpersonal intelligence(3.57) and the lowest in naturalist intelligence(2.66). There was a positive correlation between the multiple intelligences, academic self-efficacy and satisfaction with major(p<0.05). The impact of multiple intelligences on academic self-efficacy was influenced by logical-mathematical intelligence, intrapersonal intelligence, musical intelligence, bodily-kinesthetic intelligence, and linguistic intelligence(p<0.05). The variables that had an impact on multiple intelligences and satisfaction with major were interpersonal intelligence and intrapersonal intelligence(p<0.01). Conclusions: The development of multiple intelligences can enhance the satisfaction with the major, quality of education, academic self-efficacy in the dental hygiene students.

• The Mathematical Education
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• v.47 no.4
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• pp.405-419
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• 2008

The purpose of this study is to find oui the effects of teaching mathematical concepts by designing and applying teaching and learning programs that takes into consideration the students' strong intelligence, through the teaching and learning strategies based on the multiple intelligences theory. For this study, developmental and experimental research was conducted. In the developmental research part of the study, teaching and learning programs for teaching the concept of multiplication were designed and the activities based on the multiple intelligences were chosen. On the other hand, in the experimental research part, the data acquired from the application of nonequivalent control group pretest-posttest design in the actual classes was processed and analyzed. The results above indicate that the teaching and learning program based on the multiple intelligences theory improved the students' overall understanding of mathematical concepts by providing various types of activities. In addition, this program helped students to increase their confidence and generate a positive attitude towards learning math.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.21 no.4
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• pp.433-445
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• 2014

Purpose: This study was conducted to examine relationships between critical thinking disposition and multiple intelligences. Method: Participants were nursing students (N=186) who completed a questionnaire assessing critical thinking disposition and multiple intelligences. Data were analyzed using descriptive statistics, t-test, analysis of variance with post hoc comparison, and Pearson correlation coefficients. Results: For type of multiple intelligences, 32.9% of students had the strongest fit for "interpersonal intelligence" type and 20.1% for "intrapersonal intelligence" type. Mean score for critical thinking disposition was $3.42{\pm}0.37$. Factors related to critical thinking disposition were participation in club activities (F=5.962, p=.001) with a representative role in the club (t=2.140, p=.034). There were significant differences in interpersonal intelligence scores by personality traits (t=2.445, p=.015), participation in club activities (F=10.003, p<.001), and friendship (t=2.539, p=.012); and significant differences in intrapersonal intelligence scores by participation in club activities (F=3.862, p=.010), having a representative role in the club (t=2.101, p=.037), and friendship (t=2.220, p=.029). Conclusion: Results indicate that critical thinking disposition is significantly associated with multiple intelligences and suggest that multiple intelligences should be considered to enhance critical thinking disposition when tailored teaching is adopted in nursing education.

• The Korean Journal of Community Living Science
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• v.25 no.1
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• pp.75-87
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• 2014

This study examines the relationships between elementary school students' multiple intelligences, prosocial behaviors, and school adjustments. The sample included 367 students from two elementary schools, and data were collected using the multiple-intelligence index, the prosocial behavior inventory, and the school adjustment index. A statistical analysis was conducted using t-test, a one-way ANOVA (Duncan's test), and a multiple regression analysis. According to the results, there were significant differences in the students' prosocial behaviors according to their multiple intelligences in terms of their sharing, kindness, cooperation, help, sympathy, and protection. In addition, there were significant differences in their school adjustments according to their multiple intelligence in terms of their adjustments to their teachers, friends, studies, and rules and events. The students' multiple intelligence was a significant predictors of their prosocial behaviors and school adjustments. In particular, their interpersonal intelligences, intrapersonal intelligences, and linguistic intelligences were significant predictors of their prosocial behaviors and school adjustments. These results suggest that elementary school students should be encouraged to develop their multiple intelligence to facilitate their prosocial behaviors and school adjustments.

• Korean Journal of Childcare and Education
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• v.12 no.3
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• pp.79-97
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• 2016

The purpose of this study was to investigate the effects of children's multiple intelligences and temperaments on their play behaviors. In order to achieve this, 155 mothers and 21 teachers of children aged 4 to 6 years old were invited to participate in an observe-reported survey. The data were analyzed using descriptive statistics, Cronbach's ${\alpha}$, Pearson's correlation, and hierarchical regression analysis using SPSS version 18.0. It was found that both multiple intelligences and temperament types have partial influences on play behaviors of young children; it was confirmed that among multiple intelligences of children, logical-mathematical intelligence influences onlooker behaviors in a positive way, body-kinesthetic intelligence has a positive effect on rough-and-tumble play, and musical intelligence positively affects social play during free-choice play. Also, children with a difficult temperament were more likely to participate in solitary play than children with a slow temperament. These results imply that teachers' guidance and involvement of children's play should differ by types of temperament and levels of multiple intelligence in children.