중학생의 기술적 문제해결력에 영향을 미치는 다중지능 구성 요소

Constituents of Multiple Intelligences Affecting Technological Problem-Solving Skills for Junior Highschool Students

The purpose of this study was to present a schematic plan for the improvement of students’ technological problem-solving skills to the educational work places through the looking into the constituents of multiple intelligences affecting technological problem-solving skills. The specific purposes of the study were to find out the constituents of multiple intelligences affecting 1) ‘content understanding’ in the technological problem-solving skills, 2) ‘domain dependent problem-solving strategy’ in the technological problem-solving skills, 3) ‘self-regulation’ in the technological problem-solving skills. The subjects were 834 3rd year grade junior highschool students who belonged to the 4 junior highschools located in Daejeon city in Korea. The tool for investigating the independent variables was Korean version of Gardener’s multiple intelligence test developed by Moon, et al. Another tool for the dependent variable was the problem-solving(technological problem-solving) test developed by CRESST(National Center for Research on Evaluation, Standards, and Student Testing) in 1998. The results of this study were as follows. First. Logical-mathematical intelligence(LMI), naturalist intelligence(NI), and spatial intelligence(SI) were brought out as the constituents of multiple intelligences affecting ‘content understanding’ in the technological problem-solving skills. These three constituents turned out to be explaining 4.7%(3.7% for LMI + 0.4% for NI +0.6% for SI) of the ‘content understanding’ in the technological problem-solving skills. Second. Linguistic intelligence(LI), musical intelligence(MI), body-kinesthetic intelligence(BKI), and logical-mathematical intelligence were brought out as the constituents of multiple intelligences affecting ‘domain dependent problem-solving strategy’ in the technological problem-solving skills. The total explaining proportion of these four constituents for the ‘domain dependent problem-solving strategy’ in the technological problem-solving skills was 7.4%(4.5% for LI + 1.2% for MI + 1.0% for BKI + 0.7% for LMI). Third. The constituents of multiple intelligence affecting ‘self-regulation’ in the technological problem-solving skills were logical-mathematical intelligence(LMI), intrapersonal intelligence(IraI), and linguistic intelligence(LI). These three constituents explained 40.6%(31.1% for LMI + 7.5% for IraI + 2.0% for LI) of the ‘self-regulation’ in the technological problem-solving skills.