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 : lastage@hanmail.net 2Dept. 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, 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-

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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.

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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

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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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