Abstract
Aimed at the construction of multiple-intelligence-oriented scientific learning and assessment, this study found its theoretical root in weight concept of young children. Children’s learning activity was designed under the framework of Knower (exploration), Doer (technological construction), Dreamer (problem solving), focusing on the scaffolding function of the situated learning and contingent leading. Furthermore, the relevant assessment was three-dimensional designed in the scientific ability, intelligence tendency and working style of young children, emphasizing the procedural construction and multi-level analysis of the portfolios. In order to verify its effectiveness, this research was conducted under the design of random assignment, and the 24 subjects of 4- to 6-year-olds (rated low, middle and high in IQ test) were divided into experimental and controlled groups to receive the instruction for six months. According to the contrasting analysis with controlled group and the follow-up of the learning development of the experimental group, researcher reached the result as following: this learning kit proved to be effective in (1) enhancing young children’s conceptual cognition and procedural skills; (2) probing their intelligence tendency as early as possible and promoting their intellectual performance; (3) facilitating their positive working characteristics and evaluating their individual working style.
| Keywords: | assessment; conceptual development; learning; multiple intelligence; weight |
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