• The Mathematical Education
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• v.42 no.5
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• pp.637-646
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• 2003

Visual representation is very important topic in Mathematics Education since it fosters understanding of Mathematical concepts, principles and rules and helps to solve the problem. So, the purpose of this paper is to analyze and clarify the various meaning and roles about the visual representation. For this purpose, I examine the status of the visual representation. Since the visual representation has the roles of creatively mathematical activity, we emphasize the using of the visual representation in teaching and learning. Next, I examine the errors in relation to the visual representation which come from limitation of the visual representation. It suggests that students have to know conceptual meaning of the visual representation when they use the visual representation. Finally, I suggest some examples of problem solving via the visual representation. This examples clarify that the visual representation gives the clues and solution of problem solving. Students can apprehend intuitively and easily the mathematical concepts, principles and rules using the visual representation because of its properties of finiteness and concreteness. So, mathematics teachers create the various visual representations and show students them. Moreover, mathematics teachers ask students to design the visual representation and teach students to understand the conceptual meaning of the visual representation.

• Architectural research
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• v.15 no.2
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• pp.87-94
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• 2013

Throughout the history of architecture, sometimes the main focus of design was determined by a particular visual representation method, and other times a particular form of visual representation method was required by perception of a particular architectural issue or an architectural form or idea. That is why the visual representation method of architects becomes an important means of reading the flow of idea and thinking behind architecture. This study is an investigation on the relation between architectural thinking and visual representation method expressed through the conceptual drawings by avant-garde architects of the 1970s and 80s, a period of the emergence of postmodernism. Rather than proving the objective reality regarded important by traditional architectural drawing, attempts are made to express the design concept in which the project has its base. Such interpretation and explanation regarding the concept become the main interest of the drawing. It is not that the architecture itself was not expressed in the contents, but it may not be the main subject of expression in the drawing. The value of architectural drawing recovers its value as an art work in itself, as a means of communication, and as an important conceptual tool in the design process. It can be seen that the visual representation method in postmodern architectural drawings is breaking free of the traditional objective depiction of matter and is changing and developing as a design tool of the architect.

• The Research Journal of the Costume Culture
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• v.23 no.6
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• pp.1038-1050
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• 2015

This study is a theoretical research to investigate a methodological framework for analyzing the representation of women in fashion photography. For this study, this article attempts to develop a conceptual framework of the visual representation system through Lacan's gaze theory, and analyze the representational aspects of women configured by gendered characteristics in the visual representation system. Structuralizing the visual representation system based on that theory, the gaze, the image/screen, and the subject of representation in the Lacan's triangle diagram are replaced by the camera as the signifier of gaze, the representational image, and the seeing subject respectively. In the visual representation system, the camera creates a male-oriented visual field and structures a relationship of gendered power between male gaze as the seeing subject and female eye as an object to be seen. Looking into the representational aspects of women in this visual representation system structuralized by male gaze, women are represented in a way that reflects male desire through masquerade to comply with the patriarchal gaze, or differences that emphasizes the uniqueness and autonomy of women released from a patriarchal discourse. This study would be significant in that it provides theoretical basis for an analytic approach to the representation of women in fashion photography which we accept as a fixed one through the ideology of naturalization.

• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.161-170
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• 2018

Various forms of visual representations enable scientific discovery and scientific reasoning when scientists conduct research. Similarly, in science education, visual representations are important as a means to promote students' understanding of science concepts and scientific thinking skills. To provide a framework that could facilitate the effective use of visual representations in science classroom and systemic science education research, a visual representation competence taxonomy (VRC-T) was developed in this study. VRC-T includes two dimensions: the type of visual representation, and the cognitive process of visual representation. The initial categories for each dimension were developed based on literature review. Then validation and revision was made by conducting teachers' workshop and survey to experts. The types of visual representations were grouped into 3 categories (descriptive, procedural, and explanative representations) and the cognitive processes were grouped into 3 categories (interpretation, integration, and construction). The sub categories of each dimension and the validation process would be explained in detail.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.2
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• pp.214-225
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• 2014

This study aimed to investigate the high school students' conceptions about the plate tectonics through visual representation. For this purpose, the subjects were 67 students in 11th-grade high schools in Chungbuk. In order to in-depth understand the students' conceptions about plate tectonics, so the investigator conducted a semi-structured interview. The conclusions were as in the following. After learning the plate tectonics, the students had the alternative conceptions associated with terminology, colors' meanings, plate-related melting, plate's movement, plates' boundaries, mantle's physical conditions, driving forces for plate movement, and they had the organic relations about colors' meanings, mantle's physical conditions, and driving forces of plate movement. Also, the visual representation used to teach plate tectonics influenced on the students' responses about terminology, plates' boundaries, plate-related melting and the mantle's physical features, also this study found the factors of visual representation causing the learners to create alternative conceptions. These results implicated the importance of teacher's role in identifying the students' interpretation process on visual representation, and it needed to improve the factors creating students' alternative conceptions about visual representation and to study the factors further.

• Education of Primary School Mathematics
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• v.16 no.3
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• pp.285-301
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• 2013

The purpose of the study is to analyze the 4th graders' visual representation in mathematics problem solving process and to find out how to teach the visual representation in mathematics problem solving process. on the basis of the results, this study gives several pedagogical implication related to the mathematics problem solving. The following were the conclusions drawn from the results obtained in this study. First, The achievement level of students and using visual representation in the mathematics problem solving are closely connected. High achieving students used visual representation in the mathematics problem solving process more frequently. Second, high achieving students realize the usefulness of visual representation in the mathematics problem solving process and use visual representation to solve mathematical problem. But low achieving students have no conception that visual representation is one of the method to solve mathematical problem. Third, students tend to especially focus on 'setting up an equation' when they solve a mathematical problem. Because they mostly experienced mathematical problems presented by the type of 'word problem-equation-answer'. Fourth even through students tried visual representation to solve a mathematical problem, they could not solve the problem successfully in numerous instances. Because students who face a difficulty in solving a problem try to construct perfect drawing immediately. But generating visual representation 2)to represent mathematical problem cannot be constructed at one swoop.

• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.295-305
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• 2019

In previous study, visual representation competence taxonomy (VRC-T), which is composed of two dimensions, was developed for the purpose of promoting effective visual representation use and research in science education. In this study, elementary school students' visual representation competence for shadow phenomenon was investigated using VRC-T. In terms of visual representation competence, 'interpretation' was the highest score, followed by 'construction' and 'integration'. It also showed that students' visual representation competence was not high even after learning shadow-related units in the regular curriculum. On the other hand, text-based scientific knowledge was not correlated with all categories of visual representation competence. This indicates that there is a need to emphasize visual representation more in science class. Finally, hierarchical relationship among cognitive processes of VRC-T was explored according to ordering theory. If the tolerance level is somewhat loosened, a linear hierarchical relationship was found between the six cognitive processes. This suggests that VRC-T is an analytical framework that can be useful when designing assessment tools, tasks, and science class activities to enhance visual representation competence.

• The Mathematical Education
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• v.45 no.3 s.114
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• pp.263-273
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• 2006

The purpose of this paper is to research the factors and the effects of immediacy in mathematics teaching and learning and mathematical problem solving. The factors of immediacy are visualization, functional fixedness and representatives. In special, students can apprehend immediately the clues and solution using the visual representation because of its properties of finiteness and concreteness. But the errors sometimes originate from visual representation which come from limitation of the visual representation. It suggests that students have to know conceptual meaning of the visual representation when they use the visual representation. And this phenomenon is the same in functional fixedness and representatives which are the factors of immediacy The methods which overcome the errors of immediacy is that problem solvers notice the limitation of the factors of immediacy and develop the meta-cognitive ability. And it means we have to emphasize the logic and the intuition in mathematical teaching and learning. Clearly, we can't solve all mathematical problems using only either the logic or the intuition.

• The Journal of Art Theory & Practice
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• no.16
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• pp.139-174
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• 2013

Pliny the Elder said that multiple cultures agree that the painting began as a shadow trace. A daughter of Butades, the potter in Corinth, traced an outline around a man's shadow, and it was the very beginning of painting. In this anecdote, the profile, i. e. the portrait substitutes body of the absent lover. It makes the absent body present and replaces his place. In this context Hans Belting put the anthropological value to this visual practice. Human being made images to cope actively with the shock of death and the disappearing of body. With the aid of the representation of the bodily presence, the image struggles to resist the death. This paper is a study on the critical meaning of representation in the context of bodily survival by image. The representation is the paradoxical trick of consciousness, an ability to see something as 'there' and 'not there' at the same time. So the connection between image and the body would be suspicious. Although this relation was tight in the ancient shadow painting and the medieval effigies, the modern visual practice forsakes this connection and exposes the trick of representation. It insists that image was not real and even expels the medieval visual practice from the boundary of fine arts. The genealogy of the portraiture is formed by two different visual practices. The belief and the disbelief in the image are observed in the process of representation and anti-representation, and this ambivalence transforms the ontological meaning of portrait in the visual representation.

• Journal of Korean Elementary Science Education
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• v.39 no.1
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• pp.26-39
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• 2020

Visual Representation Competence Taxonomy (VRC-T) was developed in previous study(Yoon, 2018) to provide a framework conducive to assess visual representation competence and to devise appropriate educational activities for it. This study is an extension of the previous study. It aimed to explore the usefulness of VRC-T and revise it by analyzing the patterns of visual representation use in science lessons. The researcher collected lesson plans on shadow principle from 11 pre-service and 13 in-service elementary teachers and conducted individual interviews regarding what visual representations they considered and how they tried to use them in science lessons. VRC-T was used as an analytical framework to examine the types and cognitive processes of visual representations. As a result, new categories were added and the revised VRC-T was completed (VRC-TR). It was also found that both pre- and in-service teachers mainly focused on 'interpreting' the 'descriptive representation' while designing their lesson plans. Additionally, in-service teachers showed more limited use of visual representations compared to pre-service teachers. In-service teachers largely relied on the national science textbooks, while pre-service teachers reflected their own learning experiences in their teacher-training program. These results showed that teachers' use of visual representations heavily relied on their prior learning and teaching experiences. The VRC-TR presented in this study and examples of class activities in each category can be helpful for teachers and researchers who want to use visual representations more effectively.