• Journal of The Korean Association For Science Education
• /
• v.32 no.2
• /
• pp.372-387
• /
• 2012

This study aims to identify unique small group norms and their influence on the process of constructing a scientific model. We developed instructional materials for the construction of a model of blood flow in the heart and conducted research on eighth-grade students from one middle school. We randomly selected 10 small groups, and videotaped and recorded their dialogues and behaviors. The data was categorized according to the types of interaction and then analyzed to investigate the characteristics of group norms and models in one or two representative groups for each type. The results show that the types of interaction, the quality of the group models, and the group norms were different in each group. Even though one teacher guided students through the same task in the inquiry context, each group revealed different patterns of discourse and behavior, which were based on norms of cognitive responsibility, the need for justification, participation, and membership. With the exception of one group, there was little cognitive responsibility and justification for students' opinions. Ultimately, these norms influenced the model construction of small groups. A group that forms norms to encourage the active participation and justify members' opinions with cognitive responsibility was encouraged to do inferential thinking and construct a group model close to the target model. This study has instructional implications for the establishment of a classroom environment that facilitates learning through small group activities.

• Korean Business Review
• /
• v.3
• /
• pp.23-46
• /
• 1990

I. Introduction: In management control, business analysis has to do with a performance evaluation and is accounted much of manager's decision making, Business indicator accounting is the vehicle of decision making and also feedback can be accomplished by it. This study is to build up a logic about what capacity for use the business indicator accounting has in making decision. Therefore it is significant to make clear the adjustment of decision and to study the function of business indicator. II. Adjustment of Decision and Accounting Work: Adjustment of decision is connected with accounting now that business indicator accounting has a function of decision making. And it should be tied up with specialization as a structure of system, organization, communication and stage system. III. Adjustment of Decision and Managerial Accounting: Managerial account makes a great contributin to the management in which each adjustment of decision should be accomplished. Let me make mention of how the adjustment of decision is accomplished concretely, and what contribution che managerial accounting makes. In an adjustment of decision, centralization and decentrialization of enterprise are very import and I think the three problems, such as the extent of sphere (procurement, production and maketing), the face of affairs (planning, implementing and controlling), the final surge (decision making and action) can be accomplished by the business indicator accounting. IV. Structure of System and Disciplinary Approach for Decision: Decision can be classified into syncronized decision and continuous decision, and is closely connected with centralization and decentralization. In the course of systematizing, the sort of decision is classified into a man in charge of decision, and object of decision, conditions of decision, and an adjusting of decision. For it's object, it has an analogical thinking and an analytic subdivision about the target area. And it is premised on getting a scientific understanding. I think a disciplinary approach remains in solving these intricate problems. V. Conclusion: In this study I dealt with a specialization as a structure in management system and a theory that adjustment is a necessary process in decision making. For an adjustment of decision, exchanging informations and communication are necessary, and accounting is in charge of the process. And then the centralization and decentralization of decision should be connected in the way of adjustment of decision. In case of decentralization, the adjustment of decision is accomplished by the exchanging informations through feedback, and in case of centralization, by the all-round planning. And also I found that syncronized decision and decentralized decision are linked together. It is natural that the function of business indicator accounting is called for to render more services for it. Therefore, according to the extent of centralization and decentralization accounting to adjust the decision, can be various. Consequently, in relation to the structure of system. I think it is necessary to make a theoretical and empirical study of the business indicator accounting.

• Journal of Elementary Mathematics Education in Korea
• /
• v.18 no.1
• /
• pp.123-148
• /
• 2014

The purpose of this study is to figure out the perceptional characteristics of mathematically gifted elementary students by comparing the mathematical reasoning ability and errors between mathematically gifted elementary students and non-gifted students. This research has been targeted at 63 gifted students from 5 elementary schools and 63 non-gifted students from 4 elementary schools. The result of this research is as follows. First, mathematically gifted elementary students have higher inductive reasoning ability compared to non-gifted students. Mathematically gifted elementary students collected proper, accurate, systematic data. Second, mathematically gifted elementary students have higher inductive analogical ability compared to non-gifted students. Mathematically gifted elementary students figure out structural similarity and background better than non-gifted students. Third, mathematically gifted elementary students have higher deductive reasoning ability compared to non-gifted students. Zero error ratio was significantly low for both mathematically gifted elementary students and non-gifted students in deductive reasoning, however, mathematically gifted elementary students presented more general and appropriate data compared to non-gifted students and less reasoning step was achieved. Also, thinking process was well delivered compared to non-gifted students. Fourth, mathematically gifted elementary students committed fewer errors in comparison with non-gifted students. Both mathematically gifted elementary students and non-gifted students made the most mistakes in solving process, however, the number of the errors was less in mathematically gifted elementary students.