The Research of Early Child Scientific Activity according to the Strength Intelligence

Transcription

1 , pp The Research of Early Child Scientific Activity according to the Strength Intelligence Eun-gyung Yun 1, Sang-hee Park 2 1 Dept. of Early Child Education, Chonnam National University 80,Jeobul-ro, Buk-gu, Gwangju,61106, KOREA Corresponding Author : lastage@hanmail.net 2 Dept. of Early Child Education, Kwang Shin University 30,Yangsantaekjiso-ro, Buk-gu, Gwangju, 61026, KOREA cozy386@hanmail.net 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, Comparative group : 20), it accomplished three times a week and total of 18 times from Oct. 26th, 2015 to Dec. 4, The experimental group took the early child scientific activity according to the strength intelligence, and the comparative 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 constitute the small group sort of early child's strength intelligence. The research tool is used scientific problem-solving capability which is modified and supplemented 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 scientific attitude. Keywords: Strength intelligence, Early Child Science, Scientific problemsolving 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- ISSN: ASTL Copyright 2016 SERSC1

2 tions of the teacher rather than selecting child's ability and intelligence. Learning efficiency 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 premise 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 cooperation 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 experience 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 concepts, and it will have a positive impact on the scientific problem solving and scientific 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 intelligences 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 scientific attitude is a rating scale which is modified and complemented by [5]. Compo- Copyright 2016 SERSC

3 nents are composed as curious, volunteer and activeness, honest, objectivity, openness, 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. Environmentally friendly intelligence was excluded because of high intelligence and directly relevant to the science education. Human-friendly intelligence and self-examination intelligence were also excluded because contents are deviated from the early childhood curriculum subjects areas. Research tool is constituting the strength intelligence as Performance Multiple Intelligence 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 intelligence, 6 children of logical-mathematical intelligence, 5 children of spatial intelligence and 5 children of physical exercise intelligence. 2.3 Research process 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 experimental treatment 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, The experimental treatment for two groups were performed on large group at activity hour when they finished the free play period. Trained teacher conducted the infant science activity followed by strength intelligence for the experimental group. The title of the experimental treatment is 'Autumn, Earth and Universe, Machines and Tools' which operates from early childhood education. 164 Copyright 2016 SERSC

4 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 children 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 statistically significant difference between experimental group and comparative group in the pre-post test on scientific attitude. However there are statistically meaningful difference (t=7.435 p<.001) between experimental group(m=121.88, SD=11.08) and comparative 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 comparative 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, volunteer and persistence which is equivalent to the research of [9]. It had a positive effect Copyright 2016 SERSC

5 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. References 1. Gardner, H.: The unschooled mind: How children learn, and how schools should teach (pp ). New York: Basic Books (1991) 2. Hwang, S. H.: Multiple intelligences classroom management. Sigma Press: Seoul (2010) 3. Jeong, M. S.: The actual operation of open education and guidance. Seoul National University of Education Elementary Teachers Training Institute (1998) 4. Ahn, K. S.: Effects of traditional science teaching methods and teaching methods based on science and intellectual conflicts induction. Virtues Women's University graduate thesis (1992) 5. Lee, K. M.: Effective science education by interactive teaching on the concept of scientific inquiry skills attitudes of children. Dr. Central University Graduate Thesis (2000) 6. Ryu, S. H., Kim, J. H., Park,. E. S.: Utilizing perform multiple tests evaluation methods infant development research. Seoul: Multi-Intelligence Laboratory (2005) 7. Im, C. S., Wang, G. S.: The impact science project activities based on Multiple Intelligences on actions to fix the problem of elementary school children. Elementary Science Education, 24(1), (2000) 8. Jung, T. H.: Based on the theory of multiple intelligences and Teaching and learning activities developed and Effect Analysis: Focusing on individual intelligence. Hanyang University doctoral dissertation (1998) 9. Kim, H. J., Kim, G. J. : Qualitative study of science learning through multiple intelligence theory applies. Holistic Education and Research, 6(1), (2002) 166 Copyright 2016 SERSC