• Journal of Korean Elementary Science Education
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• v.34 no.4
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• pp.419-433
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• 2015

Analogical reasoning is a central component of human cognition and contributes to scientific discovery and to develop science education. In this study, we investigated the process features of lower elementary school students' analogical reasoning to explain mixture concept. The subjects are 24 lower elementary students. And the research design includes three phases instruction to investigate the features of students' self generated analogy. Phase 1 is the introduction of analogy in which student learn to use analogy. Phase 2 is a POE class about mixture conception. Piaget and Inhelder studied the conception of mixing among children in relation to cognitive development. In phase 2, we taught the student with Piaget and Inhelder's the experiment and observed the features of learning process about mixture conception. Phase 3 is students' generation of analogy (self generated analogy) for the experienced phenomena in phase 2. We analyzed the students' responses through the three phases in the view of Gentner's Structure Mapping Theory. The results showed that many lower elementary school students even before formal operation stage understood the mixture conception and made well their self generated analogy to explain the mixture conception in spite of the difficulty of making self generated analogy.

• Journal of Korean Elementary Science Education
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• v.27 no.1
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• pp.42-48
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• 2008

The purpose of this study was to develop an instrument for assessing teachers' awareness of science teaching through analogy (ASTA) and to establish its validity and reliability. Based on the literatures on science teaching with analogies, we constructed 23 survey items. Face validity of the items was established using three science education experts. Through exploratory factor analysis with responses of 35 pre- and 26 inservice elementary school teachers, the instruments were constructed on four subcategories: awareness of analogies in science, use of analogy in teaching and learning, self-efficacy in science knowledge, and knowledge of analogy. The data collected from pre- and in-service elementary teachers demonstrated that overall the teachers' awareness of analogy in science was neutral, which indicated they did not have clear standpoints of science teaching through analogy. Further examination demonstrated that there was no significant difference between pre- and in-service teachers and between two genders. Moreover, there was no significant difference among teachers who preferred either didactic or discovery teaching approaches. We conclude that ASTA test would contribute assessment of teachers' awareness of analogy in science teaching while further examination of the instrument will warrant for its broader use.

• Proceeding of KASS Symposium
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• 2006.05a
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• pp.142-152
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• 2006

The purpose of this study is to explore an inquisitive and innovative approach to structure and form, Calatrava's morphogenetic mechanism and to trace the ideas behind his working methods and his theoretical preoccupations. The bridges and buildings of S. Calatrava possess a breathtaking rhythm and of them some are designed to expand and contract like living organisms. The analogy Calatrava has used as a creative tool to mutate human bodies into arcing roof forms and bridge suspensions is introduced to illustrate the morphogenetic process. At the same time, the analysis used developing how to design frame structures foldable with brilliant mathematical solution is also investigated. Consequently, the potentialities of Calatrava's morphogenetic mechanism to invent new systems are generated by methodological hypothesis; analysis and analogy.

• Transactions of the Korean Society of Mechanical Engineers
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• v.17 no.12
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• pp.3105-3114
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• 1993

previously, several basic studies in the experimental analysis of stress intensity factors of cracks by slab analogy have been presented by authors. But, for the application of above mentioned method to the analysis of the arbitrarily distributed cracks, there still is several bottlenecks to be overcome in terms of its experimental process and data treatment. Moreover, authors recently proposed an improved experimental method to use the fixed slab analogy device which has promised more accurate measurement of S.I.F. of small cracks. In this paper, for the completion of slab analogy analysis of distributed cracks, a grating imaginary rotation method is introduced. And, to prove its validity, this combined method is applied to the determination of stress intensity factors of theoretically known distributed cracks. The results show good agreement with the existing theoretical solutions and physical crack propagation tendencies.

• Korean Institute of Interior Design Journal
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• v.16 no.2 s.61
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• pp.63-70
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• 2007

Analogy in problem solving is similarity-based reasoning facilitated by verbal and visual operation. This similarity-based reasoning generally supports initial phase of idea search. Therefore, this study intends to infer the types of problem solving by tracing the analogy use of verbal and visual representation through a experimental research. According to the result of this research, the types of problem solving by analogy are classified into 'evolving', 'divergent', and 'poor conversion' type. Firstly, 'evolving type' is distinguished between 'combination type' associated different contents to develope a new design and 'transformation type' associated similar words and sketches to be continuously revised and developed. In these types usually structural analogy rather than surface analogy is used. Secondly, in 'divergent type' associated words or sketches are individually represented, and among them one design solution is selected. In this type usually surface analogy is used. Thirdly, in 'poor conversion type' interaction between verbal representation and visual representation does not go on smoothly, and the generation of idea is poor. In here surface analogy is mostly used. These findings could form the basis of skill development of idea generation and conversion in design education.

• Transactions of the Korean Society of Mechanical Engineers
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• v.6 no.4
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• pp.315-322
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• 1982

The slab analogy method was introduced in the 1920's for the first time as a new experimental stress analysis method. Notwithstanding its theoretical propriety, this method has not been recognized as efficient one because of its difficulty in practical measurement of the slab curvature. In this paper, aiming at experimental determination of two-dimensional stress intensity factors(S. I. F) of arbitrarily shaped cracks which had been regarded as almost impossible by conventional method, the slab analogy was reevaluated. Measuring of slab curvature was replaced by three simple measuring factors to overcome vital slab-analogy's shortcoming by joint use of the shadow-moire method. A determination formula was also derived from the theory of fracture mechanics. By this newly exploited method, it was found that the slab analogy still has its great advantage in determination of S.I.F. of arbitrarily shaped cracks with considerable accuracy compared with existent experimental methods.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.1063-1074
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• 2015

In this study, we developed an analogy-generating strategy and applied this to a 7th grade science-gifted class. The types of analogies they generated, verbal interactions and analogy-generating patterns, and perceptions of five groups on the analogy-generating strategy were examined. The analyses of the results revealed that there was a higher proportion of the elaborated analogies in terms of quality generated by science-gifted students individually in the analogy-generating strategy than in general analogy-generating activity. After having small group activities, most small groups generated the elaborated analogies. The frequencies and percentages of verbal interactions of each sub-stage were found to be slightly different. Analogy-generating patterns in small groups were categorized into three types; selecting in-depth source, selecting inclusive source, and selecting surficial source. The elaborating patterns of mapping between a target concept and analogies were different among the types. Science-gifted students positively perceived in terms of its values and attitudes toward the analogy-generating strategy, and they responded that the analogy-generating strategy was helpful in generating more elaborated analogies and fostering creative thinking. Therefore the analogy-generating strategy is expected to generate positive impact on the creativity of science-gifted students.

• Journal of The Korean Association For Science Education
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• v.28 no.4
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• pp.340-349
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• 2008

This study investigated the mapping errors induced in learning the concept of reaction rate with analogies, and compared these mapping errors by the analogy presentation types. Tenth graders (N=418) at a high school were assigned to the four groups by the target concepts and the analogy presentation types. The target concepts were 'concentration and reaction rate' and 'temperature and reaction rate'. In presenting analogy, the verbal and the verbal/pictorial analogs were used. After the students learned one of the analogs, a mapping test was administered. From the analysis, eight types of mapping errors were identified: overmapping, artificial mapping, failure to map, rash mapping, mismapping, mapping of a superficial feature, retention of a base feature, and impossible mapping. According to the analogy presentation types and the features of the target concepts, there were some differences in the frequencies of mapping errors. Educational implications of these findings are discussed.

• Korean Institute of Interior Design Journal
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• no.39
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• pp.28-36
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• 2003

The yardstick of value has transformed into personal and sensitive one after it went through an Industrial society. The space in the society of sensitivity is defined by a semiotic character rather than as a physical object aimed at satisfying basic desire. Through this character, space makes a meaning and comes to exist an exchanging productive place. Environmental transformation is demanding further ample sensitive expression. In connection with the above, this thesis aims to identify the characteristics of sensitive and human-centered approach and systematize the analogy analysis which is applied to the interior space, classified by elements by introducing the concept of analogic inference in the field of rhetoric and through a diverse genres. As an approach, this thesis is entitled the analogic inference of the field of rhetoric to various art genres, and as a analogic interpretation genre, this thesis Is subdivided it into the fields of literature, image, fashion, flower art, and visual design, and study the analysis of analogic inference as a means of materializing storied space through the connection literature with design.

• Korean Linguistics
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• v.78
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• pp.31-54
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• 2018

'맞다(right)', which is inversely related to 'teullida', has a synonymic relationship with '같다(same)' depending on the sense. Naturally, the '같다' is usually inversely related to '다르다(be different)' as symmetry verb. The meaning of '다르다' is 'teullida' and there is a close meaning relationship network in the network of words. In other words, the process acting as a driver of the expansion of meanings based on the antonym-relation of (1)'틀리다${\leftrightarrow}$맞다', and the s?ynonym-relation of (2)'맞다 = 같다' forms a network, and the relation between them and the opposite semantics is (3)'같다=맞다${\leftrightarrow}$다르다'. And many of today's speakers speak (4)'teullida' of [difference]. Therefore, after the application of the synonymic analogy, eventually, the antonymic analogy is formed, and the word formed is 'teullida' of [difference]. This, of course, forms another type of enlargement of the meaning.