• Journal of The Korean Association For Science Education
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• v.31 no.1
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• pp.78-98
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• 2011

The purpose of this study was to analyze elementary school students' interpretation of data characteristics by cognitive style. Participants were elementary students in sixth grade who can use integrated inquiry process skills. The students were divided into two groups, analytic cognitive style and wholistic cognitive style according to their response to Cognitive Style Analysis. They performed scientific interpretation of data activity. To collect data for this study, participants recorded the result on scientific interpretation of data activity paper and researcher recorded the situation on videotape and interviewed with participants after the end of interpretation of data to get additional data. And the findings of this study were as follows: First, the study analyzed interpretation of data characteristics by the operator regarding different situations of interpreting data according to cognitive style. For example, in the intermediate state, analytic-cognitive style students showed high achievement in identifying variables, and wholistic-cognitive style students were active in using prior knowledge to interpret data. Second, the result of analysis on the direction of interpreting data and preference for data types in interpreting data activities according to cognitive style are as follows: Wholistic-cognitive style students showed relatively high perception of information through the top-down approach. On the other hand, analytic-cognitive style students usually used the bottom-up approach gradually expanding detailed information to the scientific question-related answer and showed a preference data of the table type. Through the result, this study aimed to help establish a data interpretation strategy for learners to solve problems based on understanding of interpretation of data characteristics according to learners' cognitive style, and purposed the instruction design suggesting the data requiring various data interpretation strategies to develop learners' data interpretation ability.

• Journal of the Korean Chemical Society
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• v.47 no.4
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• pp.391-400
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• 2003

This study was performed the analysis of seven kinds of the hight school chemistry II textbooks based on the 6th curriculum. Particularly, inquiry activity part was analyzed by the three dimension framework which consists of inquiry content dimension, inquiry process dimension and inquiry context dimension. In the analysis of the inquiry content dimension of inquiry activities, the total number of themes in seven kinds of textbook was 212. And the number of inquiry activities in seven kinds of textbook was diverse: A textbook had 28, B textbook 25, C textbook 31, D textbook 35, E textbook 31, F textbook 29 and G textbook 33. As for the avaerage number of inquiry activities of each chapter, chapter I "Material Science" is 3.00(9.91${\%}$), chapter II "Atomic Structure and Periodic Table" 4.57(15.1${\%}$), chapter III "Chemical Bonding and Compound" 6.86(22.6${\%}$), chapter IV "State of Matter and Solution" 7.00(23.1${\%}$), chapter V "Chemical Reaction" 8.86(29.2${\%}$). For the analysis of inquiry process dimension, it follows in the order of 'observation and measuring (66.7${\%}$)', 'Interpreting data and formulating generalizations (26.5${\%}$)', 'seeing a problem and seeking ways to solve it (4.1%)', and 'building, testing and revising the theoretical model (2.7${\%}$)'. As for the analysis of the inquiry context dimension, the scientific context occupied 90.5${\%}$, the individual context 4.3${\%}$, the social context 0.9${\%}$, and the technical context 4.3${\%}$. It shows that the proportion of STS(Science-Technology-Society) related contents in inquiry activities was only 9.5${\%}$.

• Journal of Distribution Research
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• v.15 no.1
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• pp.73-101
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• 2010

Using data collected from franchisees from Busan, we empirically examined the relationship both structural (tie strength), relational (trust), and cognitive (shared value) of social capital and between those dimensions and the patterns of economic performance and noneconomic performance (relationship continuity intention). So we established 9 hypotheses to test the structural relationship among dimensions of social capital and performances like below. H1: A franchisee's perceived tie strength with its franchisor will positively influence its trust in the franchisor. H2: A franchisee's perceived shared value with its franchisor will positively influence its trust in the franchisor. H3: A franchisee's perceived tie strength with its franchisor will positively influence its economic performance. H4: A franchisee's perceived shared value with its franchisor will positively influence its economic performance. H5: A franchisee's perceived trust in its franchisor will positively influence its economic performance. H6: A franchisee's perceived tie strength with its franchisor will positively influence its relationship continuity intention with the franchisor. H7: A franchisee's perceived shared value with its franchisor will positively influence its relationship continuity intention with the franchisor. H8: A franchisee's perceived trust in its franchisor will positively influence its relationship continuity intention with the franchisor. H9: A franchisee's perceived economic performance will positively influence its relationship continuity intention with the franchisor. The conceptual model specifying the relationship among dimensions of social capital and performances is presented in Fig. 1. Tests of the hypotheses were performed using a structural equation model. This model also reflected a good fit to the data ($\chi^2$=101.12 df=62 p=0.004, RMSEA=0.050 GFI=0.936 AGFI=0.895 NFI=0.959 CFI=0.986). The standardized solution estimated by the AMOS 7 program was for interpreting the structural results (Table 1). As was expected, tie strength and shared value were founded to be significant predictors of trust (H1 supported; H2 supported). Tie strength and trust have a significant positive effect on economic performance (H3 supported; H5 supported). But shared value have not a significant effect on economic performance (H4 Rejected). Tie strength were not associated with relationship continuity intention (H6 Rejected). While on the other higher shared value, trust, and economic performance have a significant effect on the relationship continuity intention (H7 supported; H8 supported; H9 supported). The results show integratedly that, first, tie strength does not affect directly but affects indirectly on relationship continuity intention via trust and economic performance. Second, shared goals affect directly and do indirectly via trust on relationship continuity intention. But shared goals does not affect via economic performance on relationship continuity intention. Finally, the study suggests important implications for both research and practice for franchise system especially.