다중지능 이론을 활용한 수업

Abstract

This study conducted a class-treatment with multi-intelligence class model for each lesson targeting 63 female high school students to improve understanding on the concepts of acid and base and identified its effects. According to the multi-intelligence theory, as man's intelligence consists of ability of various types which interact, it stimulates different intelligent abilities and learning effects can be improved. After learners were divided into comparative group and experimental group. The content on acid was taught to both the two groups according to the general teaching plan. For the content on base, the general teaching plan was applied for the comparative group and the teaching plan with multi-intelligence theory applied was used for the experimental group. The methods used for this study included drawing, use of various tools, and group experiments. And to identify learning effects according to time lapse, this study interviewed the subjects twice using an essay-type questionnaire with an interval of one week of after the instruction. According to the results, there was not significant difference between the comparative group and the experimental group in questions on acid for which the multi-intelligence theory was not applied. Therefore, this study considered the two groups as same level and discussed the effects of the multi-intelligence instruction for the experimental group for which the multi-intelligence was applied in acid lesson and the comparative group for which it was not applied. When the results were examined, the score in the lesson on base of the experimental group was slightly higher, but there was no statistically significant difference. And as the change rate of correct answers 《(results of 1st interview-2nd interview)/1st interview》 in several questions for the experimental group for which the multi-intelligence was applied was tiny, this study found the effect of the instruction according to time lapse, but it was not statistically significant. What should be emphasized is that both the two groups showed higher scores in the lesson on acid than that on base in the 1st and 2nd interviews. To sum up the results above, to apply the multi-intelligence theory for middle and high school students needs much previous effort of instruction, but the effects can not be obtained immediately. However, this study suggest that we need further studies on the multi-intelligence theory.