• Journal of The Korean Association For Science Education
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• v.24 no.1
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• pp.129-145
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• 2004

Since science was first taught in schools, maybe during the 18th century, school science education has experienced many substantial changes in its goals and nature over the period. The historical changes are usually referred to by some key terms, like, mechanics' institutes, object lessons, heuristics, general science, inquiry, STS, misconceptions. To characterize these changes, science educators frequently use some slogan-like analogies, referring to parts of the human body to indicate the movement of science education during a particular period of time: for example, 'Hands-On' for inquiry movement during 1960s-70s, 'Minds-On' for constructivist movement during 1980s-90s. In this paper, we briefly summarize the overall historical development of science education in Britain, then further expand the analogies to cover the overall process, that is, Ears-On ${\to}$ Eyes-On ${\to}$ Hands-On ${\to}$ Minds-On. To illustrate future directions of the 21st century, we propose a new analogy, 'Hearts-On', and also discuss the meanings and implications of a 'Hearts-On' analogy by illustrating how this new paradigm can be applied to reflect various current trends of science education, particularly in Korea. In addition, a parallel historical change between school science and science museums & centres is discussed.

• Journal of The Korean Association For Science Education
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• v.28 no.3
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• pp.187-196
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• 2008

In this study, a survey was conducted of students in grades 7 through 12, student teachers enrolled in their senior year at teachers' colleges, and science teachers. Subjects were surveyed on their conceptions of phenomenon related with dissolution, saturation, and extraction. The models and analogies used by student teachers and science teachers to explain dissolution were sought. The highest percentage of students thought of dissolution as a phenomenon in which particles broke into the spaces between other particles. The models or analogies used by the highest percentage of science teachers were similar. They generally conceived of dissolution phenomenon through what we call the 'space conception'. A conception of dissolution phenomenon as 'hydration through attraction of solvent and solute' was held by more student teachers than science teachers; there were some differences, however, according to their academic background. The percentage of teachers professing this view decreased when they attempted to explain the process of extraction of matter in a solution after other matter had dissolved or after the solution was cooled, indicating that the 'hydration' conception was not firmly established in the student teachers' cognition. Therefore, it can be inferred that the conceptions of dissolution as 'hydration' were transformed into the conceptions of dissolution as 'space' after teaching dissolution phenomenon as practicing teachers. This finding should be considered in teacher-training courses.

• Journal of the Korean Chemical Society
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• v.55 no.3
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• pp.509-518
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• 2011

In this study, we investigated the effects of analogy-generating in small group in elementary science-gifted education upon the types and the mapping errors of student-generated analogies, and the perceptions of the instruction. Fifth graders (N=37) at two science-gifted classes in two elementary schools were selected and assigned to individualistic analogygenerating (IA, n=19) and pair analogy-generating (PA, n=18) groups. After the students of each group performed the experiment and were taught about 'saturated solution' concept in the first class, they administered the test on the self-generating analogies on the concept in the second class. The students in the PA group also administered the test on perceptions of analogy-generating in small group and some of them were interviewed deeply. The results revealed that the students in the PA group made more verbal/pictorial, structural/functional, enriched, and higher systematic analogies than those in the IA group. However, there were little difference between the two groups in the subcategories of artificiality (artificial and everyday) and abstraction (abstract and concrete). The students in the PA group fewer mapping errors than those in the IA group. Many students in PA group perceived the analogy-generating in small group positively upon various cognitive and motivational aspects. However, they also pointed a few disadvantages of the activity. Educational implications of these findings are discussed.

• Archives of design research
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• v.16 no.2
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• pp.415-424
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• 2003

People store information not only in their Drain but also material things. Norman called it knowledge in the world. The general way to store the information is to paste labels. 4 burner gas range force user to make conceptual model between burner and switch to see labels. but those are cognitive stress. Norman suggested spatial analogies for natural mapping between display and control. However the way of his methods in spatial analogies was not compatible with kitchen atmosphere. To solve those problems 1 suggested color coding . This study hypothesized that the mapping between burner and switch is realized by color coding. To testy the hypothesis 1 compared A group using general gas range with B group using color coded gas range. The result showed difference between A and B in accuracy ( F (1, 38) = 17.892, p < 0.01) and response time ( F (1, 38) = 6.726 p < 0.05). The result of this test is to certify that color coding affect peoples by presenting the difference accuracy and response time. As result this study presents that color coding can be compatible the product having importance to certify in the design process.

• Bulletin of the Korean Mathematical Society
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• v.39 no.3
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• pp.377-388
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• 2002

In this paper, we obtain an extension of an analogue of Hilbert's inequality involving series of nonnegative terms. The integral analogies of the main results are also given.

• Journal of the Korean Institute of Intelligent Systems
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• v.21 no.4
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• pp.506-511
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• 2011

In this paper we investigate some situations in connection with two exact sequences of fuzzy linear maps. Also we obtain a generalization of the work [Theorem4] of Pan [5], and we study the analogies of The Four Lemma and The Five Lemma of homological algebra. Finally we obtain a special exact sequence.

• Journal of the Korean Chemical Society
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• v.52 no.4
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• pp.412-422
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• 2008

• Journal of the Korea Society for Simulation
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• v.12 no.2
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• pp.75-89
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• 2003

This paper describe numerical experiments with solitary beams in a self focusing Kerr medium with fast response. Through formal analogies, it compare this results on the phase sensitivity of beam collision with known predictions about one dimensional soliton interaction. For incoherent oblique beam interaction, there occurs a non-periodic coupled-mode type transfer of energy, resulting in complete transmission each beam through the other one.

• Journal of KSNVE
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• v.9 no.2
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• pp.331-339
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• 1999

This paper presents the simplified formulas for calculating the fundamental frequencies of the cantilevered bellows in the axial and lateral directions. The frequencies of the bellow are evaluated based on analogies with those of the beam. It is shown that the results calculated by the simplified formulas are in good agreement with those obtained from FEM analysis and the experiment.

• The Journal of the Acoustical Society of Korea
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• v.32 no.4
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• pp.361-368
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• 2013

As one way to describe the behavior of a vibrating string, analogies to a transmission line have been made based on the fact that they have oppositely travelling waves on each of them. In such analogies, a rigid end to the string has been represented as an open circuit, and the displacement of the string as the current on the transmission line. However it turns out that the rigid end corresponds to a short circuit, the displacement to the voltage by the theory of the transmission line, and it is confirmed by experiments with circuit simulations. Based on these discoveries, a transmission line based plucked string model comprising a transmission line, two piecewise linear current sources, and switches is proposed. The proposed model is validated by showing that the voltage at the arbitrarily chosen location, and the voltage calculated over an infinitesimal portion at the end of the transmission line are consistent with the displacement at the corresponding location and the force on the rigid end of the string from the well known difference form of a wave equation governing the behavior of the string with its fundamental frequency tuned to that for the proposed model, respectively. Moreover, the applicability of the proposed model to modeling string and wind instruments is presented.