다중지능을 활용한 고등학교 산-염기 단원 수업 효과 연구

Studies on the Effects of Multiple Intelligence Activities on Teaching Acid-Base Concepts in High School

In this study, we investigated the effects of the multiple intelligence activities on teaching the concepts related to acids and bases in high school. For the study, 63 female high school students were assigned in two groups, control and experimental groups. The concepts related to acids were taught to both groups by the traditionally designed instruction. For base related concepts, students in the control group were instructed by traditional teaching methods whereas the experimental group taught by the instruction based on the multiple intelligence model. The activities used in the experimental group were drawing, use of various tools, and group experiments. In order to assess their understanding of acids and base concepts, achievement test was performed twice using 12-item multiple choice test and 4-item essay-type written test with an interval of one week. According to the acid related test results, the control and the experimental groups were considered as same level. It is worth to note that both groups showed higher scores in the acids related items than those of base related in the 1st and 2nd achievement post-tests. The base related items results of analysis showed that mean values of the 1st and 2nd post-test of the experimental group were slightly higher than those of the control group. However, an overall no statistically meaningful difference was found between the two groups. In addition, there was no significant difference between the two groups in the change of correct answers (=[an averaged score of 1st test - an averaged score of 2nd test/an averaged score of 1st test) as the time lapse. The results imply that the effect of the multiple intelligence activities on understanding of acid-base concepts was minor.