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The Research of Early Child Scientific Activity
according to the Strength Intelligence
Eun-gyung Yun1, Sang-hee Park
2
1Dept. of Early Child Education, Chonnam National University
80,Jeobul-ro, Buk-gu, Gwangju,61106, KOREA
Corresponding Author : [email protected] 2Dept. of Early Child Education, Kwang Shin University
30,Yangsantaekjiso-ro, Buk-gu, Gwangju, 61026, KOREA
Abstract. The study is to analyze the research of early child scientific activity
according to the strength intelligence. Subjects were 40 children age of 5 who
are in the L early child educational institution (Experimental group : 20, Com-
parative group : 20), it accomplished three times a week and total of 18 times
from Oct. 26th, 2015 to Dec. 4, 2015. The experimental group took the early
child scientific activity according to the strength intelligence, and the compara-
tive group developed the general scientific activity. Using the 'Performance
Multiple Intelligence TEST:PMI examination' developed by Ruy Suk Hee, Kim
Ju Hyun and Park Eun Sil(2005) in multiple intelligence laboratory to consti-
tute the small group sort of early child's strength intelligence. The research tool
is used scientific problem-solving capability which is modified and supple-
mented by Ahn Kyung Suk(1992), and also used scientific attitude evaluation
scale which is modified and supplemented by Lee Kyung Min(2000). First, the
result of verifying the effectiveness of scientific problem-solving capability in
early child scientific activity according to the strength intelligence is that the
experimental group is statistically higher than the comparative group. Second,
the experimental group is statistically higher than the comparative group in sci-
entific attitude.
Keywords: Strength intelligence, Early Child Science, Scientific problem-
solving capability, Scientific attitude.
1 Introduction
It is science education that prepares fusion talent required by modern society and
countries that lead the world economy innovatively reform the science education. It
has predicted that the country would be a positive and creative brain. The science
education in the early childhood education field is either demonstrating the experiment
plan and process of experiment or choosing to experience activities follow the instruc-
Advanced Science and Technology Letters Vol.131 (Welfare 2016), pp.162-166
http://dx.doi.org/10.14257/astl.2016.131.32
ISSN: 2287-1233 ASTL Copyright © 2016 SERSC1
tions of the teacher rather than selecting child's ability and intelligence. Learning effi-
ciency is increased when infants recognize the individual and the individual teaching
and learning in a suitable way. Real intellectual power is the power that the amount of
knowledge, but knowledge can operate properly.
Therefore, it is education emphasizing that the creative problem-solving skills are
most needed education to children of this age. In science education development of a
variety of skills and training are required to foster a change in the potential. The prem-
ise of equal abilities in various fields to infants, the curriculum stresses that it should
be configured to identify that stands out in any particular area. As an alternative [1],
many studies have attempted to apply multiple intelligences curriculum. Multiple
Intelligences by a sub-group configuration is efficient in the multiple intelligences
classroom [2]. The reason is that not only can develop the individual's intelligence by
concreting strategies and devoting to solving specific problems to encourage coopera-
tion among members within each sub-group than competition, but also can lead to
self-directed learning [3]. Depending on how the opportunity for children to experi-
ence the science, it means that the scientific problem solving ability and the scientific
attitude can varies. Providing early childhood science education activities for their
own learning styles increases the excitement and interest in science. Of course in the
process of voluntarily solving the tasks, as well as the acquisition of scientific con-
cepts, and it will have a positive impact on the scientific problem solving and scien-
tific attitude. Also, exert of strength intelligences and peer relationship interactions,
complementary to the development of weak intelligence will have a positive effect on
the multiple intelligences through the sharing and integration. Therefore analysis of
infant scientific activities in accordance with the strength intelligence, it is suggested
the applicability of specific site. The problem with this research study are as follows.
First, what is the effect of infant science activities according to the strength intelli-
gences on scientific problem solving abilities of children? Second, what is the effect
of infant science activities according to the strength intelligences on scientific attitudes
of children?
2 Research method
2.1 Subject of study and Testing tool
For analyzing the scientific problem solving ability and scientific attitude, 40 children
aged 5(20 experimental group, 20 comparative group) who are in second class at L
children education institute and randomly assigned as subjects of this study.
Inspection of scientific problem solving is a testing tool which is modified and
complemented by [4]. Inspection configuration are separated by a process of three
stages which are discovery and statement of problems, proposition and adjustment of
ideas about solving problems and conclusion about solving problems. Test of scien-
tific attitude is a rating scale which is modified and complemented by [5]. Compo-
Advanced Science and Technology Letters Vol.131 (Welfare 2016)
Copyright © 2016 SERSC163 163
nents are composed as curious, volunteer and activeness, honest, objectivity, open-
ness, criticism, judgement reservation, cooperation and persistence.
2.2 Strength intelligence by teams composed of the experimental group
Multiple intelligence tests were utilized to configure specific intelligence team's
strength of the experimental group. When configuring the teams with a score based on
multiple intelligence, infant corresponding to the curriculum subject areas which are
linguistic intelligence, logical-mathematical intelligence, musical intelligence, spatial
intelligence and physical exercise intelligence are centrally composed. Environmental-
ly friendly intelligence was excluded because of high intelligence and directly relevant
to the science education. Human-friendly intelligence and self-examination intelli-
gence were also excluded because contents are deviated from the early childhood
curriculum subjects areas.
Research tool is constituting the strength intelligence as ‘Performance Multiple In-
telligence TEST(PMI)’ which is developed by [6]. The first high score will be a
strength intelligence, but when teams are not smoothly composed, it is considered
from second to third strength intelligence. As a result, configuration was made teams
with 4-6 people, and consequently they were comprised 4 children of linguistic intelli-
gence, 6 children of logical-mathematical intelligence, 5 children of spatial intelli-
gence and 5 children of physical exercise intelligence.
2.3 Research process
2.3.1 Pre-post analysis
The research accomplished the pre-post analysis by using testing tool of scientific
problem solving and scientific attitude. For experimental group were constructed
groups by strength intelligence adding the multiple intelligence test before experi-
mental treatment.
2.3.2 Experimental treatment
The experimental treatment was accomplished total of 18 times, 3 times a week for six
weeks from Oct. 26, 2015 to Dec. 4, 2015. The experimental treatment for two groups
were performed on large group at activity hour when they finished the free play peri-
od. Trained teacher conducted the infant science activity followed by strength intelli-
gence for the experimental group. The title of the experimental treatment is 'Autumn,
Earth and Universe, Machines and Tools' which operates from early childhood educa-
tion.
Advanced Science and Technology Letters Vol.131 (Welfare 2016)
164 Copyright © 2016 SERSC
3 Material analysis
For effectiveness of children's scientific solving problem and scientific attitude, it
implemented the independent sample of t-verification for pre-post average of each
group by utilizing the SPSS 20.0 Program.
4 Result of the study and Interpretation
First, the result of analyzing the effectiveness of early child scientific activity on chil-
dren scientific solving problem according to the strength intelligence, there was no
statistically significant difference between experimental group and comparative group
in the pre-post test on scientific problem solving. However there are statistically
meaningful difference (t=2.48, p<.05) between experimental group(M=15.38,
SD=2.82) and comparative group(M=13.00, SD=2.58). The result shows that the early
child scientific activity according to the strength intelligence have generally positive
effect on early childhood scientific solving problem. Specially, it can be seen that the
'discovery and statement of problems' and 'conclusion about solving problems' are
effective.
Second, the result of analyzing the effectiveness of early child scientific activity on
children scientific attitude according to the strength intelligence, there was no statisti-
cally significant difference between experimental group and comparative group in the
pre-post test on scientific attitude. However there are statistically meaningful differ-
ence (t=7.435 p<.001) between experimental group(M=121.88, SD=11.08) and com-
parative group(M=92.19, SD=11.49). The result shows that the early child scientific
activity according to the strength intelligence have generally positive effect on early
childhood scientific attitude.
5 Conclusions
In First, the scientific solving problem of early child scientific activity according to
the strength intelligence which experimental group is statistically higher than com-
parative group. These results are consistent with the reported by [7], and it has effect
of science project activities based on multiple intelligence targeted at elementary
school on the child's problem solving behavior. Applying the scientific activity with
multiple intelligence when children perform collaborative tasks, the result of [8] study
corresponded the process of solving problems with the decisions.
Second, the scientific attitude of early child scientific activity according to the
strength intelligence which experimental group is statistically higher than comparative
group. These results are shown children of curiosity and the ability to understand the
development of openness and receptive to others and themselves which is applying
their own strength intelligence. It desirably showed in criticism, cooperation, volun-
teer and persistence which is equivalent to the research of [9]. It had a positive effect
Advanced Science and Technology Letters Vol.131 (Welfare 2016)
Copyright © 2016 SERSC165 165
on the result that infants science learning activities based on the multiple intelligence
theory can be seen as significant in the field applied to the scientific attitude.
Based on these results, to promote the educational effect of early childhood science
education activities, teaching-learning methods are suggested to the early childhood
education based on the multiple intelligence theory.
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