• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.813-823
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• 2018

The purpose of this study is to analyze elementary students' conceptual metaphor forms of light through their image schema of light. The participants were 162 $6^{th}$ grade students from G city, Gyeongsangnam-do. For this study, the analysis framework was developed as image schema analysis and systemic functional grammar analysis. Then, students' metaphorical expressions of light concepts were analyzed by the framework(image schema analysis and systemic functional grammar analysis). The findings are as follows. First, in the understanding of source of light, students had two structures of light. (a)Light comes out from a light source and goes straight in space. (b)Light is dispersed around a light source. Second, in the understanding of the process to see a material, students had five structures including scientific concept as light came out from a light source approaches the material and reflects off the material, then the light goes into the person's eyes. Third, in the understanding of reflection of light, students had four structures including scientific concept as light came out from a light source approaches the mirror and is reflected from the mirror.

• Journal of Educational Research in Mathematics
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• v.14 no.3
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• pp.221-237
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• 2004

This research analyzed mathematical discourse of the students in an RME-based differential equations course at a university in order to investigate the social transformation of the students' conceptual model of differential equations. The analysis focused on the change in the students' use of conceptual metaphor for differential equations and pedagogical factors promoting the change. The analysis shows that discrete and quantitative conceptual model was prevalent in the beginning of the semester However, continuous and qualitative conceptual model emerged through the negotiation of mathematical meaning based on the inquiry of context problems. The participation in the project class has a positive impact on the extension of the students' conceptual model of differential equations and increases the fluency of the students' problem solving in differential equations. Moreover, this paper provides a discussion to identify the pedagogical factors Involved with the transformation of the students' conceptual model. The discussion highlights the sociocultural aspect of teaching and learning of mathematics and provides implications to improve teaching of mathematics in school.

• The Journal of the Korea Contents Association
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• v.15 no.4
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• pp.88-96
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• 2015

The universe of discourse presented in the visual image is bound up with the experience and culture of parties; its sender and recipient. Signification of visual message is revealed through the mutual independent process. The mechanism where production of signifiant by sender and reception of metaphoric signifiant function unconsciously can be applied to Lacan's theory;"The unconscious is structured like a language". By applying Lacan's metaphoric formula which takes linguistic approach to visual image it is suggested that analysis of signification is possible. This analysis can be a base for seeking varied level of signifiant presented in visual metaphor logically and practically. Metaphoric structure of the signifiant and the matrix analysis can develop a creative idea and propose a practical way for the visual image production. Thus empirical study about nastic response and the future analysis result is expected to be possible.

• Journal of the Korea Furniture Society
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• v.20 no.3
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• pp.205-212
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• 2009

Through this study, I explored a creation of the postmodern furniture aesthetics through the transformation by student's interpretation in experiencing the art/craft/handmade/studio furniture aesthetics in postmodernism theoretically for 'wood culture experience class' or 'wood love experience class' by the Korea Forest Service because the class tends to focus on making simple wood works involved just in the practical part. Qualitative conceptual analysis as the principal methodology was used to achieve the theoretical context in the experience programs. Following the lesson one on defining the postmodern aesthetics in New Design furniture as metaphor and the lesson two on interpreting an aesthetics of art and everyday life with the wood furniture which expresses the metaphorical and symbolical aesthetics appeared as New Design furniture in postmodernism in the previous papers, I developed lesson three on creating an object using eco-friendly materials like wood in transforming an aesthetics of postmodern furniture as the final stage of the study. Therefore, the students will be able to create a piece of eco-friendly wood furniture for our environment as metaphor transformed by his/her perspective regarding a piece of selected New Design furniture.

• Research in Mathematical Education
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• v.15 no.3
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• pp.251-259
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• 2011

Metaphor is the main representations of teachers' practical knowledge, which can help students to understand mathematics better. Through the recording and quantitative analysis of video cases of expert teachers in mathematics classroom, there are some results after analysis: 1) Teachers use many metaphors in the classroom and most of that are structural-ontological metaphors, which takes a certain period of time. 2) Teachers use the metaphors mainly in the teaching process of introduce and explore by the form of question-answer. 3) During the process of concept teaching, the metaphors from the real-world examples can promote the students have more motivation to study. During the process of procedure teaching, the metaphors from similar materials can promote the students to understand the operational skill better.

• Korean Linguistics
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• v.72
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• pp.199-225
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• 2016

This study has two main purposes: to establish a list of source domains in the metaphors for Middle East respiratory syndrome (MERS) and to uncover ideological meanings embedded in them in Korean news reports from KBS and JTBC. The first part of this study presents metaphors such as [MERS IS WAR], [MERS IS WAVE], [MERS IS A LIVING THING], and [MERS IS A THING], which were found in the data. The latter part of this study deals with how the two broadcasting companies use these metaphors differently according to their ideologies. In the metaphor of [MERS IS WAR], KBS tends to show less of the agents who controls the war since the war against MERS has failed which casts responsibility to the controlling agents, the government and big hospitals. In this, KBS tries to present less of the information of the responsible agents that presented in JTBC. Through the metaphor of [MERS IS WAVE], KBS presents the aftermath of MERS as something not serious. Compared to JTBC, KBS tends to suggest that the aftermath of MERS is predominantly an economic effects by metaphorically suggesting that predominantly the economic sector got hit by MERS.

• Research in Mathematical Education
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• v.26 no.4
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• pp.271-289
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• 2023

This research investigates the development of elementary students' concepts of line segments, straight lines, and rays, employing metaphor analysis as a research methodology. By analyzing metaphorical expressions, the research aims to explore how elementary students form these geometric concepts line segments, straight lines, and lays and evolve their understanding of them across different grades. Surveys were conducted with elementary school students in grades three to six, focusing on metaphorical expressions and corresponding their reasons associated with line segments, straight lines, and rays. The data were analyzed through coding and categorization to identify the types in students' metaphorical expressions. The analysis of metaphorical expressions identified five types: straightness, infinity or direction, connections of another geometric concepts, shape and symbols, and terminology.

• Korean Journal of Childcare and Education
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• v.12 no.4
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• pp.131-149
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• 2016

Teacher's practical knowledge is potentially relevant to the teaching practice in his/her classroom. The research explored early childhood teachers' practical knowledge of 'curriculum' via conceptual metaphors. The participants (N=348) completed a prompt, "Curriculum is like A because B" and then the metaphors were analyzed according to the procedure proposed by Moser (2000). The analysis found that 8 themes (i.e. 'educational basis', 'learning opportunity', 'educational material', 'difficulty', 'change', 'pre-determination', 'discordance', and 'reconstruction') were the underlying conceptions signified in those metaphors. The implications regarding early childhood teachers' practical knowledge were discussed on the perspective of post-modern curriculum. Moreover, it recommended the practical knowledge based approach for early childhood teacher education, and transformation of current policy for program evaluation relevant to curriculum conceptualization.

• The Journal of Special Children Education
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• v.21 no.2
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• pp.1-21
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• 2019

Purpose: The purpose of this study was to investigate metaphors on free semester of special schools of the special education teachers, to categorize the metaphors and then, to explore differences according to variables of special education teachers. Method: 123 special education teachers described the metaphoric meaning on free semester of special schools and the ground using open-ended questions. The collected data were analyzed through four steps: coding, metaphor classification, category development and subject naming, validity and reliability review, and quantitative analysis. Results: First, the metaphors were categorized by 4 subjects such as 'journey for my dream', 'routines not different yesterday', 'object of study', and 'far-off hope'. Second, there were statistically significant differences on recognition on subjects according to teacher training experiences of special education teachers. In particular, the teachers who have experienced on teacher trainings thought of free semester as journey for my dream while the teachers who have not experienced on teacher trainings thought of it as 'object of study' Conclusion: Based on these results, the practical approaches to implement the ideal free semester of special schools were suggested.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.419-424
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• 2021

The purpose of this study is to understand the educational context including the actual learning process and learner perception using the embodied metaphor in AI education. To this end, a class was designed to utilize the embodied metaphor-based unplugged activity through a qualitative approach. Matrix analysis technique was used to analyze the data collected throughout the course of the class to analyze the experiences and perceptions according to the characteristics of the learner, and the learning context. The results of the study were: First, there was a difference according to the learner's prior experience in the effect on the representative knowledge and the subsequent practice process. Next, the embodied metaphor-based unplugged activity showed soft landing effects on practice and text coding. Finally, the organic integration of unplugged and plugged-in classes helped learners understand the potential of computational thinking.