As homework, a total of 32 seventh grade science-gifted students were asked to observe the moon at daily intervals for one month duration. They were also asked to take the photos and to record relevant variables in a given format. The purpose of the task was to investigate what students thought, as they observed the moon. The results show that students paid attention mainly to the position of the moon relative to other variables such as the date in the lunar calendar, the observer's position on the earth, and the position of the sun. Overall students' response implied that students did not observe the lunar phase in relation with relevant variables. Some reponses from students show common misconceptions such as the cause of the lunar phase to reflect the shadow of the earth. However, some responses reveal students' idea that has been rarely reported in the previous researches. For example, some students drew the moon to revolve in the opposite direction. Significant number of students drew the sun's position to be due west before the full moon and due east after the full moon. Few students recognized the relation between the time of observation and observer's position on the earth. The results of current research suggest that not only the education but also the research needs to be expanded to consider informal environment such as the actual field conditions.

본 연구는 교사가 지각한 유아의 기질에 따라 집단 간에 그리고 집단 내에서 기질과 성차의 특성이 자기조절력에 어떻게 반영되고 있는지를 알아보는데 그 목적이 있다. 위와 같은 목적에 따라 다음과 같은 연구 문제를 설정하였다. 1. 교사가 지각한 유아의 기질에 따라 자기조절력은 어떻게 나타나는가? 1-1. 교사가 지각한 유아 기질의 집단 간에 자기조절력은 성별에 따라 어떠한 차이가 나는가? 1-2. 교사가 지각한 유아 기질의 집단 내에 자기조절력은 성별에 따라 어떠한 차이가 나는가? 자기조절력은 구성요인 중 인지조절의 하위요소인 계획하기, 점검 및 평가, 정서조절의 하위요소인 정서인식, 정서억제, 대처하기 모두에서 성별에 따라 유의한 차이가 없는 것으로 나타났다