Earticle

본 논문에서는 게임중독 학생들을 위한 가드너의 다중지능 이론을 기반으로 한 게임중독치료 프로그램을 개발하고 그 효과를 검증하였다. 게임중독척도에 의해 선발한 I 교육청 초등학생 54명을 대상으로 하였으며. 프로그램 개발 전 무작위로 선발된 비교 학생들과 게임중독학생들의 다중지능을 검사하였다. 다중지능 검사결과, 게임중독 학생들은 일반 학생들에 비해 신체지능, 자연친화지능, 공간지능에서 강점을 가진 것으로 나타났다. 반면, 논리수학지능, 대인관계지능, 자기성찰지능에서는 일반학생에 비해 약점으로 나타났다. 이에 본 연구는 게임중독 학생들의 강점을 고려하여 학생들의 흥미를 높이기 위해 다양한 게임과 학습놀이 위주로 프로그램을 구성하였으며, 그들의 약점을 보완하기 위한 활동들을 추가하였다. 개발된 프로그램은 5일간 30시간에 걸쳐 진행하여 효과성을 검증한 결과, 학생들의 게임 중독 수준(G척도)이 통계적으로 유의미하게 낮아졌으며(p<0.001) 다른 활동으로의 시선돌리기에 도움을 주었음을 보였다. 또한, 일주일간 게임시간과 컴퓨터 사용시간이 줄었으며 프로그램에 대한 만족도도 매우 높았다.

For this paper, we developed a game-addiction therapy program for students with gaming addiction based on multiple intelligences (MI) and verified its effects. The participants were 54 elementary students selected through a game addiction test in Incheon City, Korea. We tested the students’ MI to facilitate program development. the students with gaming addiction showed strengths in the Bodily-kinesthetic, Naturalist, and Spatial intelligences whilst showing weaknesses in the Logical-mathematical, Intrapersonal, and Interpersonal intelligences as opposed to normal students who had opposite results. We arranged the program around various gaming and playing activities to engage their stronger intelligences; we added activities to address their weakness (i.e., Logical-mathematical, Intrapersonal, and Interpersonal intelligences). This study has shown that this program lowered the game immersion level of the students and was helpful in turning their attention to other activities. There were significant differences between pretest and posttest game addiction scores (p<0.001). Their weekly gaming time and computer usage decreased rapidly. Satisfaction with the game addiction therapy program based on MI was very high.

본 연구는 개인의 일생에서 중요한 의사결정의 하나인 진로선택에 도움을 주기 위한 웹기반 진로안내 시스템을 개발 하는 것이다. 초등학교에서의 진로교육은 직업선택에 필요한 초보적인 지식, 일에 대한 기본적인 태도와 가치관의 형성이 목적이므로 개인의 적성과 흥미를 고려한 다양한 직업의 종류에 대한 안내가 중요하다. 그러나, 기존의 연구는 대부분 검사결과를 알려주는 수준에 머물려 있다. 따라서, 본 연구는 잠정적 진로선택 단계에 있는 초등학교 고학년에게 적합한 진로발달검사를 실시하고, 결과에 맞는 직업의 종류를 안내하는 웹기반 진로안내시스템을 개발하였다. 본 진로안내시스템은 검사결과를 알려주는 것에서 발전하여 검사결과 값을 우수지능 3개로 제시하여 검사자의 학습욕구를 자극하였다. 그리하여 학습자가 자신의 우수한 지능영역을 알고 이 지능과 관련된 직업의 종류와 하는 일에 대해 효율적으로 학습하고, 자신의 진로에 대한 인식과 진로선택의 바른 자세를 배울 수 있을 것으로 기대된다.

This study is to develop a web-based career guidance system to be a help making a decision on one’s occupation, which is important for a person’s life. As career development education for higher grades of elementary school aims at providing basic knowledge necessary for career choice and forming a basic attitude toward occupation and values, it is desirable to carry out the guidance of a variety of occupations on the basis of personal interest and aptitude of individual students. Previously, however, most studies have remained at the level where simply test results are notified. Therefore, the study administered a career development test fit for higher grades of elementary school who are at the stage of potential career choice and developed a web-based career guidance system in which suitable occupation types are advised of based on the results. Beyond notifying test results, the developed career guidance system presents 3 excellent intelligences, rather than converting test results into scores. Thus, it is expected that the system will help students understand their areas of excellent intelligence, efficiently study related occupation types and duties, and learn to have awareness and make a better decision in relation to their career.

본 연구는 4차 산업혁명을 위한 간호대학생의 글로벌 인재역량과 다중지능간의 관계를 알아보기 위한 서술 적 상관관계 연구이다. 연구 대상은 전남과 전북에 소재한 4년제 간호학과 4개교에 재학중인 대학생 총 768명을 대상 으로 편의 추출하였고, 총 768부중 733부가 분석되었다. 분석결과, 성별에 따른 글로벌 인재 역량과 학년에 따른 글로 벌 인재역량은 유의한 차이가 있는 것으로 나타났으며, 남학생이 여학생보다 글로벌 인재역량이 훨씬 높은 것으로 조사되었다. 성별에 따른 다중지능과의 관계는 신체운동지능과 자기성찰지능에서 유의미한 차이가 있었고. 글로벌 인재역량이 다중지능에 유의미한 영향을 미치는 것으로 조사되었다. 따라서 본 연구결과는 간호교육과정 및 교육프 로그램을 개발하는 데 기초자료 및 전략을 제공하는 데 일조할 것이다.

This study describes the relationship between analysis of global competencies and multiple intelligences among nursing students for the fourth industrial revolution. The survey was conducted to nursing students. and 733 samples were finally applied. Result, Global Competencies in male students significantly higher than women students. There were statically significant association between Global Leader Competency and Multiple Intelligence. Conclusion: This study showed multiple intelligence had relation with Global Leader Competency Therefore, strategy needs to reflect nursing curriculum and education program in nursing students.

It is evident that English classes in Thailand are overcrowded, as students frequently come from diverse backgrounds and have a variety of skills and interests. In response to this out-of-control circumstance, Howard Gardner's multiple intelligence (MI) theory proposes a new style of teaching that accounts for individual differences. This study seeks to investigate 1) the effects of MI-based instruction on English achievement and 2) the extent to which MI-based instruction fosters learner autonomy (LA). A quasi-experimental design was used to assess students' language achievement, while mixed-method research was used to assess students' LA. This study included 123 engineering faculty members from a university in the central region of Thailand. The English achievement test was used to assess their general English proficiency, while the adapted questionnaire from Murase's (2015) Measuring Instruments of Language Learner Autonomy (MILLA), the semi-structured interviews and the teacher's log were used to assess their LA. The results showed that the experimental group improved their listening, speaking, reading, writing and grammar skills, while their writing skills did not differ from the control group. There was no significant difference in the students’ level of LA after the MI-based instruction.

Recent research on students’ multiple intelligences, self-efficacy, and language learning strategies has provided evidence for the development of crucial constructs and generalizations which have direct applications to language classrooms. The present study examined the interrelationships between the strategies language learners take, their level of self-efficacy, and the types of their intelligences (based on Gardner’s (1983) Theory of Multiple Intelligences). To do so, Nation’s (1990) 50-item multiple - choice vocabulary test was administered by a university department to form homogeneous groups across all the majors of the department. Then, three surveys were adapted to explore the links between (1) Self-efficacy in Reading (SER) (Prat-Sala & Redford, 2010), (2) a Multiple Intelligence Scale (Armstrong, 1993), and (3) Oxford’s (1990) Language Learning Strategies. The most striking observation to emerge from the data comparison was that self-efficacy had no significant correlation with multiple intelligences. However, as expected, there was a significant correlation between language learners’ perceptions of their self-efficacy and their language leaning strategies. Additionally, a multiple regression analysis indicated notable results on the use of self-efficacy and multiple intelligences to predict language learning strategies.

본 연구의 목적은 2015 개정 교육과정을 기반으로 한 학교 독서교육 프로그램의 방향성을 분석하고, 학교도서관과 사서교사가 기여할 수 있는 방안을 모색하는 것이다. 이를 위하여 2015 개정 교육과정이 처음 적용된 2016학년도 100대 우수 교육과정 보고서에 포함된 학교 급별 독서교육 프로그램의 유형을 다중지능을 활용하여 분석하였다. 분석 결과, 학교 독서교육 프로그램은 인간친화 지능을 중심으로 운영되고 있는 것으로 나타났다. 초등학교는 지역사회 연계 독서를 가장 많이 운영하고, 중・고등학교는 학생 독서 동아리 활동을 가장 많이 운영하였다. 언어 지능 관련 독서교육 프로그램의 경우 초등학교에서는 책읽어주기, 중학교는 문학작품으로 쓰기, 고등학교는 감상문 쓰기를 가장 많이 운영하였다. 공간 지능 관련 독서교육 프로그램의 경우 모든 학교급에서 매체제작 유형이 가장 큰 비중을 차지했다. 다만, 자연친화 지능과 관련된 독서 프로그램은 나타나지 않았다. 이러한 분석 결과를 토대로 2015 개정 교육과정하에서 학교도서관이 독서교육 프로그램 활성화를 위하여 이바지할 방안을 교육 공동체 중심지로서 교사・학생・학부모 연계 프로그램 개발, 창작 공간설치 운영, 사서교사의 프로그램 관리 및 탐구기반학습 역량 신장 측면에서 제안하였다.

This study aims to analyze the direction of the reading education programs based on the 2015 revised curriculum and to seek the plans for the school library and the teacher librarian to be able to contribute them. For this purpose, the types of school-based reading education programs in the report of 100 excellent school curriculum in 2016, which was first applied by the amended curriculum were analyzed through multiple intelligences. Upon the analysis results, the reading education programs in the schools showed to be operated with interpersonal Intelligence. Community-aligned reading was the most frequently operated in the primary schools while student reading club activities were the most common in the middle and high schools. In case of reading education program related to linguistic intelligence, the most commonly operated ways were reading books, writing with literatures, and writing book report, in primary, middle, and high schools, respectively. In case of reading education program related to spatial intelligence, media production type showed the most commonly operated in all types of schools. However, there was no reading program related to naturalist intelligence. Based on these analysis results, the plans to contribute the activation of reading education programs by school libraries under the 2015 amended curriculum were suggested in the aspects of development of connection programs with teachers, students and parents as the center of education community, installation and operation of maker spaces and enhancement of program management and inquiry-based learning competency of teacher librarians.

이 연구에서는 초등학교 고학년 남녀 아동의 다중지능과 학습지각양식간의 관계를 알아보고, 성별과 과목선호도에 따른 다중지능과 학습지각양식의 차이를 알아보고자 하였다. 이를 위해 서울, 경기도와 인천에 소재한 19개 초등학교의 5, 6학년 아동 624명을 대상으로 과목선호도, 다중지능 및 학습지각양식을 조사하였다. 연구결과를 보면, 첫째, 아동의 다중지능과 학습지각양식 간에는 유의한 정적 상관이 있는 것으로 나타났다. 둘째, 아동의 성별에 따라 다중지능에서는 음악지능, 신체운동지능, 논리수학지능, 공간지능 및 언어지능에서 통계적으로 유의한 차이가 있는 것으로 나타났으며, 학습지각양식에서는 청각양식과 촉각양식에서 차이가 있는 것으로 나타났다. 셋째, 아동의 과목선호도에 따라 다중지능과 학습지각양식에는 차이가 있는 것으로 나타났다. 이러한 연구결과는 성별과 과목에 따라 더 많이 사용되는 다중지능과 학습지각양식이 있으므로 개인 및 과목 특성에 맞게 수업을 구안하거나 학습을 하게 하면 효과적일 수 있음을 보여준다.

The purpose of this study was to investigate the relation between children's multiple intelligences and learning perceptual modes, and the difference in their multiple intelligences and learning perceptual modes of upper graders of elementary school according to their gender and subject preferences. For this research, tests on subject preferences, multiple intelligences, and learning perceptual modes were carried out involving 624 children in the fifth and sixth grades of 19 elementary schools located in Seoul, Gyeonggi-do, and Incheon. First, there was a positive relationship between the children's multiple intelligences and their learning perceptual modes. Second, given the results, musical, bodily-kinesthetic, logical-mathematical, spatial, and linguistic intelligence among the multiple intelligences were shown to have a statistically meaningful difference according to the children's gender, while auditory and tactile mode have such a difference among the learning perceptual modes. Third, there were differences in the multiple intelligences and in the learning perceptual modes regarding the children's subject preferences. These results showed that it could be effective to make lesson plans or let children study according to the characteristics of the individuals and the subjects, as certain multiple intelligence and learning perceptual mode were more used depending on the gender and the subject.

The purpose of this study was to determine the discrete intelligences from multiple intelligence affecting the social adaptive behavior, help to understand their relation and draw educational implications to be used in supporting gifted students who have social and emotional difficulties by comparing and analyzing the relation between multiple intelligence and social adaptive behavior of gifted and general elementary students. The conclusions of this study are as follows. First, the levels of both multiple intelligence and social adaptive behavior were significantly higher in gifted elementary students compared to general ones on all sub-factores, indicating that the gifted elementary students are more adaptive in such constructs as self-efficacy, self-esteem, communicative skill, school life and interpersonal skill compared to general ones. Second, the association between multiple intelligence and social adaptive behavior was statistically significant both in gifted and general elementary students, indicating that the two constructs have close relation with each other. Third, for the gifted elementary students, the logical-mathematical and interpersonal intelligences had explanatory powers for self-efficacy, self-esteem, communicative skill, adaptation in school life, interpersonal skill while, for the general ones, intra- and inter-personal intelligences had explanatory powers for most domains of social adaptive behaviors, indicating that development of intelligences affecting the social adaptive behavior many have positive effects on social and emotional development of both gifted and general elementary students.

이 연구는 다원화된 가치와 복잡성 시대에 살고 있는 유아들의 진정한 전인교육을 위한 방법으로 다중지능적 접근의 통합교육 방법을 제시하고 있다. 평가에 대한 관점이 대안평가의 관점으로 이동되면서 영유아에게 의미 있는 평가, 실제적인 맥락을 반영하는 평가 관점으로 변화되었다. 유아들의 사고과정과 맥락을 강조한 통합교육을 하기 위해서는 유아들의 강점지능 이외의 잠재적으로 가지고 있는 지능도 발현시킬 수 있는 다중지능적 접근과 맥락을 중심으로 한 유아 관찰을 통한 새로운 교육과정, 활동의 발현이 중요하다. 통합교육은 학습과 교과과정에의 전체적인 접근으로서 유아들의 욕구와 흥미에 부합하고 유아들의 다양한 개성을 존중하는 다중지능적 활동과 맥락 속의 평가를 통해 통합교육이 실현되어야 한다. 따라서 본고에서는 유아교육 현장에서의 통합교육을 위한 다중지능적 접근의 필요성과 다중지능적 평가에 대해 고찰하였다.

The purposes of this study were to analyze integrated education methods for young children based on the Gardner's Mutiple Intelligences theory. The results of this study are summarized as follows. First, Multiple Intelligences approach offers an alternative approach to assessment and curriculum development in early childhood education. Second, the development of a multiple intelligences program for young children can be based on the analysis of Multiple Intelligences approach activities and assessments. Mutiple Intelligences approach is based on the belief that each child exibits a distinctive profile of different abilities, or spectrum of intelligences. Third, Multiple Intelligences program for young children can be evolved in a variety of ways and achieved through Integrated Education Methods. The result of this study can be applied to the development a multiple intelligences program for young children based on the analysis of Multiple Intelligences Approach Activities and Assessments.

The study aims to examine whether teaching English through multiple intelligences can suggest one of the solutions for underachievers to facilitate their English learning and restore their learning attitudes. To explore this, the study investigated two research questions: (a) What are the effects of English instruction using multiple intelligences and stories on underachievers’ reading abilities? and (b) How English instruction using multiple intelligences and stories influences on their learning attitudes? The participants of the study were seven fifth-grade underachievers in one elementary school in Seoul. They were first tested what their strong intelligences are and engaged in customized activities based on their multiple intelligences test results during the experiment English classes. The data collected include the read-aloud test, the reading comprehension test, the affective test, students’ learning log and the interview of students and teachers, and these were analyzed both quantitatively and qualitatively. The results of the study showed that English instruction using multiple intelligences and stories had statistical significance in increasing underachievers’ reading abilities and changing their learning attitudes positively. This study is valuable in that it strongly calls for the need to consider multiple intelligences and provide customized activities for underachievers to facilitate their English learning and restore their learning attitudes.

A Study on the Effects of Multiple Intelligences and Cognitive Strategies on Academic Achievement of Middle and High School Students This research aimed to probe the relationships and effects of multiple intelligences and cognitive strategies on academic achievements of the middle and high school students in Seoul. Participants included the seventh-to-eleventh-grade students with average academic achievements (n=603). The analysis of variance and regression analysis were performed to examine the relationship. The key findings suggested that there is a positive correlation between the academic achievement and sub-factors of multiple intelligences except for natural, bodily-kinetic, and relationship intelligence. Secondly, it showed that academic achievements are associated with linguistic, logical, spatial and natural intelligence. In the analysis of cognitive strategies, abilities to demonstrate and elaborate are related as well. The study found that level of language, logical-mathematical and musical intelligences among multiple intelligences and that of all the cognitive strategies created meaningful difference in terms of academic achievement.

The purpose of this paper is to provide a variety of useful classroom activities that can be implemented in teaching English in Korea through the multiple intelligences. This study shows how the multiple intelligence theory can be applied to teaching English. Thus, the writer provides a broad range of techniques and strategies for teaching students with different proclivities in the 8 intelligences in the English classroom.

The purpose of this study is to examine the relationship between MI and web-based learning in elementary school English education. For this purpose, this paper first examined MI and instructional models of web-based learning, which was based on constructivism. In order to verify the effects of this experiment, we proposed a web-based English learning and teaching model and applied it to the 5th grade students in an elementary school. After the experiment, we analyzed the effects that MI affects students' English achievement. The results of the study were as followings. First, students' intrapersonal intelligence, linguistic intelligence, musical intelligence, and spatial intelligence had a positive effect to their English achievement. Second, bodily-kinesthetic intelligence, logical-mathematical intelligence, and interpersonal intelligence did not have a positive effect on their English achievement. This study indicates that all kinds of multiple intelligences should be thoroughly considered when we design and practice web-based English learning and teaching models.

이 연구는 초등학생의 다중지능과 발명에 대한 태도의 관계를 알아보기 위하여 수행되었다. 연 구의 목적을 달성하기 위하여 B광역시 소재의 4개 초등학교 학생 413명을 대상으로 다중지능검사 와 발명에 대한 태도 검사를 실시하였고 SPSS 26.0 통계 프로그램으로 독립표본 t-검정, Pearson의 상관 분석, 다중회귀분석을 실시하였다. 연구의 결과는 다음과 같다. 첫째, 성별에 따른 다중지능의 차이에서는 음악 지능, 공간 지능, 언어 지능, 대인 지능에서 통 계적으로 유의하게 나타났고, 모두 여학생이 남학생보다 평균값이 높았다. 둘째, 성별에 따른 발명에 대한 태도의 차이는 관심적 태도, 실천적 태도, 정서적 태도에서 통계 적으로 유의하게 나타났고, 모두 남학생의 평균값이 여학생 보다 높게 나타났다. 셋째, 초등학생의 다중지능과 발명에 대한 태도의 상관관계를 분석한 결과 모두 유의한 것으로 나타났다. 넷째, 상관 분석 및 다중회귀분석 결과 논리수학 지능이 가장 높은 영향력을 가지는 것으로 나 타났다. 이는 발명 수업이 다양한 교과와 분야에서 이루어질 수 있음을 의미하고, 다중지능에서 유 사점을 지닌 과학교과와 발명교육 간의 융합교육 활성화의 기초자료로 활용 될 수 있다.

This study is about the relationship between Multiple intelligences and attitudes toward invention of elementary school students. The purpose of this study is to find out the meaning of Multiple intelligences as a factor influencing the attitude toward invention. The results are as follows. First, the difference in Multiple intelligence according to gender was statistically significant in musical intelligence, spatial intelligence, linguistic intelligence, and interpersonal intelligence, and all female students had higher average values than male students. Second, the difference in attitude toward invention according to gender was statistically significant in the attitude of interest, practical attitude, and emotional attitude, and the average value of all male students was higher than that of female students. Third, as a result of analyzing the correlation between the multi-intelligence of elementary school students and their attitude toward invention, all were found to be significant. Fourth, as a result of correlation analysis and multiple regression analysis, it was found that logical mathematics intelligence had the highest influence. This means that invention classes can be conducted in a variety of subjects and fields, and can be used as basic data for activating convergence education between science subjects and invention education, which have similarities in multi-intelligence.

진로에 대한 발달적 견해에 따르면 인간의 발달은 계속적인 과정으로서 인식, 탐색, 준비 및 전문화의 단계를 거친다. 이러한 입장에 의하면 유치원과 초등학교시기를 진로에 대해서 처음으로 인식하게 되는 인식의 단계 및 탐색의 초기 단계로 보고, 따라서 유치원 및 초등학교 시기부터 의도적이고 체계적인 진로교육을 수행함으로써 그 이후 단계의 진로에 대한 원만한 성숙과 발달을 이룰 수 있을 것이다. 또한 진로에 있어서 가장 중요한 것은 자신의 적성을 이해하는 것이며, 이를 가장 잘 뒷받침해 줄 만한 이론은 다지능이론에서 찾을 수 있다. 본 연구는 이러한 교육적 필요를 바탕으로 다지능에 기초한 진로교육프로그램을 적용하여 초등학생의 진로의식 성숙에 미치는 효과를 규명해보고자 하였다. 연구결과, 첫째 진로의식 성숙도 사후검사에서 다지능에 기초한 진로교육프로그램을 처치한 실험집단이 통제집단보다 평균이 높게 나타났다. 둘째, 진로의식 하위영역에서는 성향과 타협성이 통계적으로 유의미한 차이를 보였으며 계획성을 제외한 성향, 타협성, 결정성이 모두 통제집단보다 평균이 높게 나타났다. 셋째, 진로교육프로그램 중 도움이 되었다고 생각하는 프로그램 중 진로교육 영역별로 보았을 때는 자기이해 영역이 가장 높았고, 진로계획, 직업이해, 진로의사결정 순으로 나왔다. 소감문과 연구자의 관찰을 통해 실험집단의 진로에 대한 관심과 흥미가 높아졌음을 알 수 있다. 위의 연구 결과들에 기초해 볼 때 다지능에 기초한 진로교육프로그램은 초등학생의 진로의식 성숙에 긍정적인 변화를 가져와 효과적이었다고 할 수 있다.

According to the views on career development, human development is a continuous process that embodies stages of recognition, investigation, preparation and specialization. Therefore, kindergarten and elementary school can be regarded as the initial stages of recognition and investigation. Consequently, it is important to apply a systematic career education programs so that firm basis for latter stages of development can be established. In the course of career education, it is most important to identify one's aptitude. The theories of multiple intelligence can be helpful. The purpose of this study is to identify the effects of multiple intelligence based career education programs on elementary school children's career maturity. Following results are obtained from the analysis: First, multiple intelligence based career education programs have positive effects on the elementary school children's career maturity. There is a significant difference (t(59)=2.212, p<.05) between the experiment group (M=1.70) and the control group (M=1.58). Second, multiple intelligence based career education programs have positive effects on sub-factors, such as disposition and compromise. As the result of 4th graders' career maturity on the sub-areas, there are no statistically significant difference on planning quality factor (F(1, 59)= 1.694, p>.05) and decisiveness factor (F(1, 59)= 3.679, p>.05) but there are statistically significant difference on disposition (F(1, 59)= 8.228, p<.01) and compromise (F(1, 59)= 4.531, p<.05) factors. The average of experiment group is higher on all factors in the sub-areas except the planning factor. Furthermore, through the observation and data gathered from the students' essays, the experiment group's career maturity increased significantly. Based on these results, it is concluded that the multiple intelligence based career education programs have positive effects on the elementary school children's career maturity.

본 연구는 학습자마다의 발달된 지능에 적합한 심화․보충학습을 지원하기 위하여, 다중지능 이론을 적용한 웹기반 코스웨어를 개발하는 것이다. 제 7차 초등학교 사회과 심화․보충형 교육과정은 학습자의 학습능력, 적성, 관심, 흥미, 진로 등을 고려한 학습자 중심의 교육과정이다. 그러나, 기존의 사회과 코스웨어는 심화․보충 학습시 학습자들의 흥미와 적성 등을 고려하지 않고 학습을 하도록 한다. 따라서, 본 연구는 우선 학습자들에게 다중지능을 평가하여, 자신의 우수한 지능을 바탕으로 심화보충 학습을 지원하는 웹기반 코스웨어를 개발한다. 본 코스웨어는 자신의 흥미와 적성을 고려한 개인이해 지능, 대인관계 지능, 공간적 지능, 신체적 지능, 음악적 지능, 언어적 지능, 논리-수학적 지능에 따라 심화․보충학습을 하므로 개개인의 관심과 능력에 따른 효율적인 학습을 할 수 있을 것이다.

This study is to make in-depth and supplementary web-based courseware concerning each student's developed intelligence. The seventh elementary school social studies in-depth and supplementary curriculum is student-centered curriculum that concerns a student's learning ability, aptitude, concern, interesting. career and so on. But, present social science courseware does study without regard to learners's interest and aptitude So in this study, We have a target to build and develope web-based devise that helps student's in-depth and supplementary learning after evaluating multiple intelligence. That should be based on student's favorite intelligence in multiple intelligence theory. Considering Intrapersonal intelligence, Interpersonal intelligence, Musical intelligence, Bodily-kinesthetic intelligence, Logical-mathematical intelligence, Linguistic intelligence, Spatial intelligence, We expect student's effective in-depth and supplementary learning based on each student's interest and capability.