• Journal of Gifted/Talented Education
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• v.21 no.3
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• pp.719-739
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• 2011

The purpose of this study was to find the effect of the astronomical learning program using SGIM on metacognition and science process skills in the elementary scientific gifted students. For this purpose, this research developed the astronomical learning program using SGIM. This program was totally consisted 9 lessen. there was 6 part in this program. It contained select the subject and small grouping (step 1-2), planing inquiry (step 3), doing inquiry (step 4-6), making a report (step 7), announcing (step 8), evaluation (step 9). To find the effect of the astronomical learning program using sgim on metacognition and science process skills in the elementary scientific gifted students. 20 participants was selected. These students were attended at a scientific gifted class (3rd grade) of an elementary school located in Ulsan. First, metacognition test and science process skills test was used to find the effect of the astronomical learning program using SGIM. And the results were analyzed by SPSSWIN 18.0. The results of this study were as follows. First, the astronomical learning program using SGIM was a positive effects on metacognition of the elementary scientific gifted students (t=3.371, p=.001). Second, the astronomical learning program using SGIM was a positive effects on science process skills of the elementary scientific gifted students (t=3.104, p=.021). According to this research, the astronomical learning program using SGIM was verified to improve metacognition and science process skills on the elementary scientific gifted students. It will be contribute on the curriculum construction of the gifted school or gifted class.

• Asia Marketing Journal
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• v.1 no.3
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• pp.120-140
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• 1999

Q 방법은 인간의 태도와 행동을 연구하기 위해 철학적, 심리학적, 통계적, 그리고 심리측정과 관련된 개념을 통합한 방법론으로서 인간의 주관성을 정량적으로 분석할 수 있는 특수한 통계기법이다. 소비자의 인식, 가치, 태도, 신념과 같은 개념을 객관적으로 연구할 수 있는 방법으로서 가설 생성을 위한 탐색적 연구와 이론의 검증과 같은 확인적 연구에서도 적용될 수 있다. 많은 수의 표본을 대상으로 한 횡단적 R 방법에 비하여 개인이나 소집단에 대한 깊이 있는 탐구가 가능하다는 점에서 소비자 행동 연구에 유용성이 매우 높다. 개인의 주관성을 바탕으로 한 소비자 개인의 특성과 차별성을 이해하는 것이 마케팅 분야의 핵심을 이루고 있음에도 불구하고 그 동안 소비자의 주관성에 대한 깊이 있는 접근이 이루어지지 못하였다. 1935년에 심리학 분야에서 개발된 Q방법은 이를 분석할 수 있는 컴퓨터 패키지의 보급과 더불어 사회과학 전반에 걸쳐 그 활용이 확산되어 가고 있다. 이에 Q 방법의 과학철학적 특성과, 현재 널리 이용되고 있는 변수 중심의 R 방법과의 차이, 그리고 컴퓨터 분석을 포함한 구체적인 Q 분석방법 및 관리적 활용상의 문제점에 대해 논의하였다

• Journal of the Korean Society of Earth Science Education
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• v.5 no.3
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• pp.307-315
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• 2012

The purpose of this study was to examine the effects of small inquiry method on space perception ability and creative personality. Testees of this research are 36 elementary pre-service teachers taking an astronomical observation class. Doing inquiry activity after 36 elementary pre-service teachers are classified into 6 Jigsaw small inquiry. Learning activity was split into two groups, expert group and a population. To find out research outcome, pre-test was executed space perception ability test, creative personality test. Analysis of test result was accomplished with statistical package SPSS 18.0 paired t testing hypothesis. The results of this study are as follows. First, 'source of season change' class using Jigsaw small inquiry method has effect on space perception ability improvement. This was interpreted that space perception ability improvement was effective because characteristic of Jigsaw small inquiry is made up of lots of semin Second, 'source of season change' class using Jigsaw small inquiry method has no effect on creative personality. This was interpreted that experiment and discussion activity getting accomplished in a short time has no effect on qualitative characterizing Creative Personality improvement.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.1
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• pp.88-96
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• 2016

The purpose of this study is to examine the effects of Jigsaw small inquiry method on science academic achievement and scientific attitudes. For this study, two classes of six graders were divided into a research group and a comparative group. The classes were pre-tested in order to ensure the same standard. The research group had the science class with Jigsaw small inquiry method, and the comparative group had the class with a teacher centered lectures for 12 classes for 12 weeks. The Jigsaw small inquiry method was focused on the introduction stage, the whole group activities, professional group activities, restart the whole group activities, supplementary structured study guide, results announced, and excellent group rewards. To prove the effects of this study, science learning motivation was split up based on the attention power, relation, confidence, and sense of satisfaction. The results of this study are as follows. First, Jigsaw small inquiry method is effective in science academic achievement. Second, Jigsaw small inquiry method is effective in scientific attitudes. Also, Jigsaw small inquiry method was approved by students. Consequently, Jigsaw small inquiry method had the great effects on developing science academic achievement for the elementary science class. That means the science class with Jigsaw small inquiry method has potential to develop science academic achievement and scientific attitudes.