• Journal of the Architectural Institute of Korea Planning & Design
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• v.34 no.2
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• pp.85-94
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• 2018

This study tries to connect the 'four-elements metaphor' of Bachelard with architectural Images of Coop Himmelblau. Two basic terms of 'phenomenology of imagination' and 'material image' are explored firstly to understand the meaning and value of Bachelardienne four-elements in architectural discourse. The material images of air, fire, water, and clay are applied to the analysis of architectural experience of Busan Cinema Center(BCC) which is selected among works of Himmelblau by reason of its integrity of the four-elements' images. After elaborate Bachelardienne description of the images of BCC, the study examines whole Himmelblau's works since 1968 chronologically from the perspective of the four-elements' architectural images which are found in the analysis of BCC. The study of BCC could discover the images of air in two roofs, the images of fire in Double cone, the images of water in outdoor cinema, Dureraum square, flying brides, and the images of clay in Cinemountain and BIFF Hill. The chronological study found that Himmelblau had started their projects with the images of air in 1968 and tried the fire from 1978, and their regular examination of water and clay images had begun in mid 90's. After 2000, they could show a certain harmony of the four elements in their works.

• Journal of the Korea Society of Computer and Information
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• v.25 no.3
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• pp.251-260
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• 2020

In this paper, we propose to understand the conceptual structure of programming elements that learners form during the prototyping theory. To do this, we reviewed previous studies on the meaning of conception and prototype theory and conducted a course of problem-solving programming for 33 university students who had no prior experience in programming, and collected transcription materials through conceptual metaphorical writing. The conclusions of this study are as follows: 1) Identifying the conceptual structure of learners as a conceptual metaphor can enhance the effectiveness of programming education. 2) Learners need to reinforce the experience of forming abstract attributes to form mature programming concepts. 3) The concept of programming differs in the structure of multi-level concepts that students, teachers, and professional programmers have in each group. 4) Programming elements should intentionally block misconception risks in the meaning of symbols. 5) Concept evaluation tools should be developed to check whether various attributes can be applied.

• The Mathematical Education
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• v.62 no.1
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• pp.79-93
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• 2023

This study used metaphors as a analysis tool to investigate elementary school students' formation and development of angle concepts. For this purpose, the students were asked to write words associated with angle, right angle, acute angle and obtuse angle and to explain why. In case of angle and right angle, responses of 268 students from 3rd to 6th graders were analyzed and for acute angle and obtuse angle, those of 192 students from 4th to 6th graders were examined. As the results of categorizing the metaphors, they can be classified into categories such as; (1) qualitative aspects: 'things metaphor', 'personality metaphor', 'emotions metaphor' etc., (2) quantitative aspects: 'motions metaphor', 'changes metaphor', 'emotions metaphor' etc., and (3) relational aspects: 'shape relations metaphor.' The metaphoric expressions were prominent in 'qualitative aspects' associated with shapes. As for the other aspects, 'quantitative aspect'- the size of angles and the amount of spread and 'relational aspects' - elements of angle and relationship with another shapes, the frequency increses were shown to as grade levels were up. In case of right angle and acute angle, 'qualitative aspects' associated with shapes were outstanding and the frequency of the metaphoric expressions of obtuse angle was distributed similarly in three aspects. As the figure strand and the measurement strand are integrated to an strand in the 2022 revised curriculum, we need more discussion of multifaced aspects of angle and the learning sequences in the 'figure and measurement' strand.

• Archives of design research
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• no.18
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• pp.15-23
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• 1996

Interior is composed of void spaces decided by many substances and the function of the spaces which creat its valuation. Accordingly interior space makes peculiar forms by synthesizing each interior elements and its abstractness. Therefore characteristic of the expressed word and symbolic system become interior wholeness. The focus of this paper is to analyze interior words and the symbolic systems scientifically. The content is composed of 5 major parts. The 1st and 2nd chapter deal with Introduction and the Characterization of Interior Design. Linguistic symbol and metaphor which decide Post-Modern interior style were studied in the 3rd chapter. In the 4th chapter. this paper analysed linguistic character of interior words which need to express character of tradition. decoration, and publicity, expccially through code and metaphor. Finally Thematic I-louse library interior space designed by Charles Jencks was linguistically researched as a study model.

• Korean Institute of Interior Design Journal
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• v.15 no.4 s.57
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• pp.64-72
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• 2006

The purpose of this study is to interpret Korean traditional space as text on the basis of Structuralism. The process of this study is illustrated as follows: At first, this research contains basic concepts and theories of Structuralism and discusses the possibilities of typological approaches in Korean traditional space interpretation. Secondly, As typological structure of traditional space, spacial and visual expressive characteristics in traditional residential space based on traditional thoughts of Koreans formed with inherent consciousness are considered with Hjelmslev's Structuralism and Wonhyo's Whajaeng theory. Finally, This study tries conceptual analysis based on Lacan's Metaphor and Metonymy emerged from unconscious mechanisms about interpretation and induction of the traditional spacial structure for contemporary Application. Structure is a group of elements forming a covariant ensemble. From this point of view, this study validates that texts are understood when methods that bring back to the creative processes and intentions are found by Text Hermeneutics.

• Archives of design research
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• v.15 no.4
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• pp.347-358
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• 2002

Architectural drawing has been changing from the general notion, in which it is to predict what it may be like for purely practical purpose. Particularly amongst the Deconstructivists' work, graphic elements make a great contribution to the realization of their self expressive style. Whereas these are often chosen for solely aesthetic reasons, there are some cases in which the act of drawing itself is a crucial, investigative process. This is true of Daniel Libeskind's architectural drawing. For him, Typography seems to be characteristic of his drawing. He Harness typographic elements as metaphors for hid abstract symbolism through his architectural drawings, which retain the possibility to relate to the more radical typographic approaches. Within this context, this thesis will argue how the typographic elements in Daniel Libeskind's architectural drawings can be interpreted. What interconnection can be made between the two practices\ulcorner How can these elements be incorporated into architecture\ulcorner Can they be involved in it as a main constituent\ulcorner This thesis explores diverse possibilities of interpretation of his architectural drawing through typological approaches to the cases where type itself meets the different media and signific ation is given to the other typographic elements.

• Journal of Educational Research in Mathematics
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• v.12 no.4
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• pp.523-542
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• 2002

The matter of understanding mathematical concepts in learning mathematics is one of the most important issues in mathematics education. There have been so many studies about it but the more practical study has been asked. When we Think using intuitional models such as examples, figures of speech, situations and activities, it is supposed that the major elements of cognitive mechanism are prototypes, analogies, metaphors and metonymies. In this paper, we tried to examine Rosch's prototype theory, the studies about analogies in congnitive psychology, Lakoff and Johnson's metaphor theory from the viewpoint of teaching mathematics, and then tried to analyze examples, analogies, analogical transfers, metaphorical expressions, metonymies in middle school mathematics text books used in Korea now.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.2
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• pp.162-174
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• 2020

This study aimed to develop a creative education class program using metaphor, one of the creative thinking techniques, and to examine the effectiveness of the program targeting for randomly sampled 338 students in six middle schools. The creative education class program with the metaphor was developed based on content elements concerning 'astronomy' in 2015 science curriculum revision in South Korea. The program was tested for validity after being modified and supplemented three times by forming a group of experts, and the final version of the program was applied to school education fields during four periods, including block time. To find out the effectiveness of the program and the implementation, creative education class satisfaction test and creative thinking process test were conducted. That is to say, the creative education class satisfaction test was conducted before treatment and the creative thinking process test was implemented both before and after treatment. The results of the study are as follows. First, in this study, the program was developed with the emphasis on students voluntarily and actively participating in creative education programs while utilizing creative thinking methods. Second, the statistical results of the pre- and post-class about the creative education program using the metaphor of creative thinking techniques represented significant results(p<.05). In other words, the two-dependent samples by students' pre-and post-score about the creative education class showed significant statistical test results (p<.05). It turned out that the creative education program using metaphor has had a positive impact on research participants. Third, in regards to the results of the creative education class satisfaction test, 101 out of 338 students(30%) answered 'Strongly Agree' and 137(41%) answered 'Agree', indicating the subjects' satisfaction with the class was high in general. On the other hand, concerning difficulties of the creative class, 137(41%) answered "Lack of time" as the main factor, followed by 98(30%) "Difficulties of problems they were required to solve", 73(22%) answered "Conflicts with friends", and 24(7%) said "Difficulties of contents." These responses were taken into account as considerations for further development of creative education programs.

• The Journal of the Korea Contents Association
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• v.5 no.4
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• pp.111-121
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• 2005

The appearance of digital culture swiftly has changed the culture in domestic and international arenas before and after the year 2004 and the image and animation have become two of the most important expression media in contemporary age. Among the Japanese animations that have demonstrated the rapid development of cartoon and animation in the world, the director Dakahata Isao's 'Graves of the Fireflies' that has influenced many works has been evaluated as one of the noticeable works that has a unique method and scenario dramatization in terms of producing the original novel into an animation. This study investigates the metaphor and symbolism shown in this work according to each sequence, divides the production ability in the work into three elements and applies them to the important elements such as camera, colors and mise-en-scene when the original work is depicted into image. It can be summarized in more detail as in the following: firstly, I study the rhythm of camera corresponding to the symbolism of the angle that the camera has and production; secondly, I analyze the artistic elements appeared in the process of expressing the original work into the image, especially the production for the colors and symbolism contained in them and the composition of screen. Thirdly, I analyze how effectively the atmosphere for the situations for the original work is expressed in animation with the aid of one of the image elements, mis-en-scene. It is expected that the analyzed findings will be effective as a way of overcoming the limitation of expressions that the original work in text and the study on these processes will become good examples to the relevant workers and will be the good references to the producers who are interested in the creation of animation in Korea.

• 대한공업교육학회지
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• v.38 no.2
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• pp.176-194
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• 2013

In this research, 'Construction Technology and Environment' units in 12 different technology home economics textbooks for 1st~3rd year middle school students under the 2009 Revised Educational Curriculum and the content system of textbooks were analyzed based on Reigeluth's elaboration theory, and the following conclusions were derived. First, each of the 12 different textbooks presented the elaboration process by procedural method and composed the content system. Second, the 'Construction Technology and Environment' unit presented many 'Thought Opening' as the systematization strategy of advance learning ability, and 'Unit Summary' presented at the end of the unit as the use strategy of the summarizer was presented preponderantly. In addition, 'Learning Objective' that represents the degree of achievement of the students after learning the unit was presented most as the use strategy of the synthesizer although there are differences in terms. In all of the textbooks, 'Figure,' 'Table,' 'Diagram', and 'Explanation of Terms' were used, and particularly, in the vitalizer strategy of the cognitive strategy, overwhelmingly greater number of 'Figure's, compared with all other elements, were presented as the vitalizer strategy of cognitive strategy. Finally, 'Compensatory Learning,' and 'In-depth Study' were presented as the learner control strategy in each of the 4 different textbooks, and there was one textbook that presents the term 'Supplement Reinforcement' in which compensatory learning and in-depth learning were integrated. Third, the metaphor utilization strategy among the 7 teaching strategies of the elaboration theory was hardly used in the composition items in units of textbooks.