• Journal of the Korean Chemical Society
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• v.44 no.3
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• pp.266-280
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• 2000

The purpose of this Study was to explore students' conceptual ecologies in the context of general chemistly learning. This study was implemented in the first semester of 1999 by natural study. We had nine voluntary participants. Data were collected from three semi-constructd interiews, and socio-cultural values. Among three categories, motivationa1 beliefs and socio-cultural values have more effcts rather than epistemology on the context of general chemistry learning, and three typical cases were presented as results of this study. We expect that results of this study will somewhat contribute to establish psychological and socio-cultural context of learning.

• The Journal of the Korea Contents Association
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• v.16 no.10
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• pp.81-95
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• 2016

This study aims to introduce a new approach to make up for the weak points in small business, to explore views of the small business employees and job-seekers on the basis of Q-Methodology. From the Q-methodology, the types of perception toward small business and their features from diverse views were drawn. The data from 33 participants were analyzed by using QUANL-PC program. The perception types were classified as four types: positive perception type, negative perception type, high evaluation about utilitarian pursuit type, neutral evaluation type. The results found that views toward small business are more positive than previous findings and perceptions were diverse beyond the dichotomy. Hence, to mitigate job mismatch, small business recruiting strategy should be provided based on diverse job-seeker types.

• SUVANNABHUMI
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• v.3 no.2
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• pp.31-77
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• 2011

식민지하 동남아 천년왕국 운동에 대한 오늘날의 해석들은 그 주체인 농민들을 식민주의를 개념화하고 저항하는 동기와 조건 그리고 상징을 제공하는 토착 지식의 전수자로 간주한다. 종말론과 저항에 대한 관심의 대부분은 농민연구나 지역연구 학자들로부터 유래하며, 이들은 봉기에 대한 과거의 묘사들이 토착의 정신세계를 간과했거나 국가이념을 저항세력들의 결집원리로 과대 포장한 것에 주의를 기울인다. 천년왕국 봉기에 관한 글들에서 제공하는 해석들은 동남아 신념 체계에 관한 독립적인 관점을 제공할 뿐만 아니라, 인식론적 측면에서 식민지국가들을 이와 같은 전통에서 단절시키고 있다. 영국 식민지하에서 최대의 농민반란인 서야쌍 봉기(1930-1932)는 오늘날 이와 같은 천년왕국 운동의 정수를 보여주는 사례로 간주된다. 학자들은 수천 명의 농민들로 하여금 버마인의 권위를 되찾고, 불교를 회복시키며, 식민통치로 인해 낳은 사회-경제적 부조리를 일소시킬 그들의 왕으로 믿게 만든 한 농부의 흥미로운 이야기를 묘사하고 있다. 일련의 반란이 미신에 의해 추동되었다고 간주한 식민지 관찰자들과는 달리 이후의 역사가들은 그 반란이 불교를 재건하고 태평성대로 인도할 미래부처인 미륵불의 현신에 대한 믿음의 표현이라고 해석했다. 이러한 학자들에게 서야쌍 봉기는 어떻게 동남아 사람들의 감수성이 식민지의 사회-경제적 압력 속에서도 지속되었으며, 상좌불교의 예언이 토착의 문화적 토양에 얼마나 깊이 내재해 있는지를 말해주는 사례였다. 경험적 관점에서 본 글은 서야쌍 봉기의 근원을 재해석함으로써 천년왕국 봉기에 관한 글들이 대부분 식민지적 문서화 작업과 종교를 과장되고 세속화된 화술로 믿게 하려고 지역연구자들의 산물임을 밝히고 있다. 개념적 관점에서 본고는 버마에서 일어난 천년왕국 운동의 역사적 구성에 대한 식민주의의 역할을 보다 면밀히 관찰하였다. 또한 식민지법, 학문, 그리고 식민지하 버마 농촌에서 발생한 종교적 저항에 대한 우리들의 이해를 상호 연결하는 인식론적 관계를 탐구했다. 그리하여 본고는 천년왕국 해석이 이 시기에 공존했던 다른 유형의 불교정치적 형태를 어떻게 왜곡했는가를 밝히고 있다.

• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.1-20
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• 2016

This study explored the cognitive characteristics and learning needs of economically disadvantaged gifted students. Gifted students(n=99), economically disadvantaged gifted students(n=43), and non-gifted students(n=50) participated in intelligence and creativity tests, and took self assessments of meta-cognition, epistemological beliefs, learning style preferences, and personal time usage. Superior abstract reasoning ability of economically disadvantaged gifted students was found because their scores on Raven's Test had risen rapidly compared to the other groups. Economically disadvantaged gifted students showed similar high scores as the gifted student on the Torrance Tests of Creativity Thinking-Figural, but not on Verbal. They were found to have a perception of the positive relationships among effort, learning abilities, and values of learning integrated knowledge with a general plan. However, they showed lower meta-cognitive control abilities than the gifted students in learning management and strategies, epistemological beliefs in value of rational operations, and time usage for learning. It is necessary to assign economically disadvantaged gifted students a task with various step by step methods of approach because these students prefer a new and creative task to difficult ones. Instruction plans such as developing language and meta-cognitive abilities and practical application of learning content was proposed.

• 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 Educational Research in Mathematics
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• v.16 no.1
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• pp.43-58
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• 2006

An objective of this paper is to discuss the didactical contracts which have been conceptualized by Brousseau. He modelled mathematics instruction as a game. In such game, didactical contracts existed as its own hidden rules which teacher and student should obey Brousseau introduced it to reveal certain hidden rules which regulates mathematics instruction. Those rules are implicit and reciprocal. In particular, it is not revealed until students break. He defined didactical contracts as teacher's behaviour and corresponding students 'behaviour in order to define it operationally. He he did not define it in psychological and epistemological dimension. But it is necessary to discuss teacher's belief system and epistemology, since teacher's behaviour in instruction is affected by them. He also did not discuss fully teacher's breaking of didactical contracts.

• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.415-433
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• 2015

The purposes of this study were to investigate Korean parents' perception on nature versus nurture and to examine the dualism in the mechanism of human development. For this goal, the present study used the Korean proverbs about child development and education as a measurement scale for developmental values. This study 1) examined the degree of agreement on the proverbs, 2) analysed the differences in the degree of agreement as the subject's socio-demographic variables, and 3) compared agreement scores as the topic of proverbs. The participants of the study were 608 parents. As the first result, the agreement scores between nature and nurture proverbs were very similar, whereas the agreement score of the importance of education proverbs was relatively higher. Second, there were some differences in related socio-economic variables as the topic of proverbs. Especially, it was revealed that the participants had some different beliefs in the nurture as their age and in the importance of education as their sex. Third, there was no significant difference between the agreement scores of nature and nurture proverbs. From these results, it seems that the interactionism between nature and nurture is generally accepted by Korean parents, and child education is a very important belief.

• Journal of Korean Elementary Science Education
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• v.30 no.1
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• pp.61-70
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• 2011

In this study, we examined the types and the characteristics of elementary school teachers' strategies for coping with critical incidents in science classes. Teachers' epistemological beliefs about science were then investigated on the bases of the types of their coping strategies. The teachers (N=107) in 23 elementary schools were asked to respond to an open-ended question about the critical incidents they had experienced in science classes and how to cope with them. Seven types of coping strategies were identified as follows: avoiding, reinterpretation, adjusting, prevaricating, justifying, exploring, and explaining. Among them, adjusting and justifying were the major strategies. In order to classify teachers' epistemological beliefs about science, their coping strategies were grouped into four categories such as transferring facts, constructing facts, transferring meanings, and constructing meanings. The results indicated that most teachers still possessed traditional epistemological beliefs about science. The potential of critical incidents as a probe for revealing teachers' epistemological beliefs about science is discussed.

• Journal of Korean Elementary Science Education
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• v.30 no.3
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• pp.282-295
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• 2011

Prior research has reported that student epistemological beliefs might affect their participation in learning and the process of conceptual change. The purposes of this study were to investigate the characteristics of sixth grade students epistemological beliefs about science and the relation between their epistemological beliefs about science and factors related their learning. For this research questions, 245 sixth grade students participated and various test instruments were used in this study. Students answered two types of questionnaires on epistemological beliefs about science and three test instruments on factors related students' learning(achievement in science, science inquiry skills, and cognitive levels). The results of this study were as follows. First, a large number of elementary school students believed that the purpose of science to perform activities like simple experiments. A lot of students believed that scientific knowledge was changeable according to the nature of scientific knowledge and that scientific knowledge could be learnt on their own. Also, many students believed experiment results to be basis on which to form personal scientific conceptions. Second, students who believed in more modern epistemology about science represented higher levels of science learning achievement, science inquiry skills, and cognitive levels. Therefore, when developing science curriculum, science educators need to consider how to develop student modern epistemological beliefs about science.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.8
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• pp.433-441
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• 2016

This study analyzed the structural types of happiness that kindergarten teachers feel and the features of each happiness type to increase the happiness of kindergarten teachers. The subjects of this study were 41 kindergarten teachers working at a kindergarten in D city. They were chosen randomly. The Q-methodology, which allows in-depth measurements of people's subjective perception of happiness, was employed. The results and further analysis revealed 4 structural types of happiness: 1) self-realization type, who feels happiness while setting goals and achieving them; 2) inner satisfaction type, who thinks that happiness can be found in the current status; 3) social relationship type, who emphasizes a good relationship with others; and 4) personal belief type, who emphasizes living life in one's own style without being bothered by others.