Earticle

초록

영어

This study is a case study conducted to investigate the characteristics of the gifted student with the imbalanced intelligence based on the theory of multiple intelligence. The purpose of this study is to obtain suggestions through the characteristics that are exposed by the analysis of the overall environment in the classroom. This case study was carried out with a gifted first grade elementary student who had excellent abilities to manipulation and operate machineries but showed difficulties in school social life. Data collection to analyze research subject was conducted in combination with classroom observation, video analysis, one-to-one expert tuition and interviews with his surroundings. Collected date was analyzed and processed in accordance to Gardner’s multiple intelligence theory. The results of the analysis are as follows. First, according to the learning situation and development area of intelligences, it showed a significant difference of concerns and interests, and concentration of students. Thus, the deficit problem situation may occur in the learning process, such as receiving a low evaluation occurs, the effect of stigma from fellow teachers and was feared. Second, it is shown norms deviant behavior accompanying the desire to solve the curiosity and represent the creative thinking. Became the norm deviant behavior, such as stick to his thoughts in violation of norms of the population to express greed or devised a new way, and trying to deformation. Third, the main intelligences of school evaluation and the intelligences that the student develops intelligence are inconsistent. he developed intelligences of student are difficult to expose in the items to be evaluated by the school. And if the main intelligences of school evaluation represented by logical mathematical intelligence and linguistic intelligence are not developed it is supposed to receive a lower evaluation compared student's actual ability. Suggestions based upon the results derived from this case study are as follows. First, a sufficient opportunity to develop gifted students’ full potential must be provided. Second, it is necessary to form an individual manual to differentiate various multiple intelligences. Third, specific assessment tools in combination with instructional design should be implemented in order to stimulate and discover students with multiple intelligence.

한국어

본 연구는 초등 저학년 불균형 발달 영재의 특징을 다중지능이론에 따라 알아보기 위하여 실시된 사례 연구 로 불균형 발달 영재 학생의 특징을 분석하여 영재교육 대상자를 재조명하기 위한 시사점을 얻는데 그 목적이 있다. 지능 불균형이 심한 초등학교 1학년 학생의 자료를 수집하여 분석한 결과에 따른 불균형 발달 영재의 특징은 다음과 같다. 첫째, 학생의 관심 및 집중력, 흥미 등은 다중지능 발달 영역 및 학습 상황에 따라 큰 차이를 보였다. 둘째, 창의성을 표현하고 호기심을 해결하고자 하는 욕구와 규범 일탈 행동이 동시에 나타났다. 셋째, 학생의 발달 지능과 학교에서의 평가 대상 지능이 불일치하였다. 이러한 결과를 토대로 도출한 불균형 발달 영재를 위한 시사점은 다음과 같다. 첫째, 불균형 발달 영재에게 잠재력을 계발할 수 있는 기회를 재공해야 한다. 둘째, 불균형 발달 영재 선별 을 위한 매뉴얼 계발이 필요하다. 셋째, 과학 교과를 비롯하여 교과 수업에서 학생의 다양한 지능을 자극하고 발견할 수 있는 수업을 설계하고 평가 도구를 계발해야 한다.

목차

Abstract
요약
Ⅰ. 서론
Ⅱ. 연구 방법
Ⅲ. 연구 결과 및 논의
1. 언어 지능
2. 논리수학 지능
3. 신체운동 지능
4. 공간 지능
5. 음악 지능
6. 대인관계 지능
7. 자기이해 지능
Ⅳ. 결론
참고문헌

키워드

저자

• 서혜영 [ Seo, Hye Young | 서울 금호초등학교 ]
• 전영석 [ Jhun, Youngseok | 서울교육대학교 ] Corresponding Author

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  국제과학영재학회지 [Journal of the Society for the International Gifted in Science]

• 간기

  반년간

• pISSN

  1976-2224

• 수록기간

  2006~2025

• 십진분류

  KDC 405 DDC 505