• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.817-827
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• 2015

This study compared the characteristics and perceptions of science imaginary drawings done by scientifically-gifted and general elementary students. To do this, sixth graders (n=60) at three gifted science education institutes and sixth graders (n=51) at two elementary schools in Gyeonggi province were selected and administered the questionnaires. The analyses of the results indicated that the pictures of scientifically-gifted students included and integrated more academic fields and places than those of general students. The pictures of scientifically-gifted students were also more elaborate, but less painted. In addition, scientifically-gifted students perceived more positively the educational benefits of science imaginary drawing upon cognitive and affective aspects. However, there were no significant differences between scientifically-gifted students and general students in the understanding of science imaginary drawing, distribution of the pictures by times, perceptions on educational benefits of science imaginary drawing upon aesthetic aspects, and perceptions on difficulties in the processes of scientific imaginary drawing. A few scientifically-gifted students answered that science imaginary drawing was not more useful to them than to general students. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.26 no.3
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• pp.367-375
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• 2006

This study investigated the effects of varying visuals in drawing and writing as methods to assist students in connecting and integrating multiple external representations provided in learning the particulate nature of matter. Seventh graders (N=233) at a coed middle school were assigned to control, static drawing (SO), dynamic drawing (DD), static writing (SW), and dynamic writing (DW) groups. The students were taught about "Boyle's Law" and "Charles's Law" for two class periods. Two-way ANCOVA results revealed that the scores of a conception test for the two drawing (SD, DD) groups and the two writing (SW, DW) groups were significantly higher than those for the control group. Within the writing groups, students of lower spatial visualization ability in the DW group scored significantly higher than those in the SW group. However, no significant differences were found in the scores of the conception test for the two drawing (SD, DD) groups regardless of students' visualization ability. Researchers also found that most students in both DD and DW groups had respectively positive perceptions of dynamic visuals in drawing or writing.

• Journal of The Korean Association For Science Education
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• v.25 no.7
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• pp.721-727
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• 2005

This study investigated the effects of small group drawing in learning the concepts of particulate nature of matter. Three classes of seventh graders (N = 126) at a coed middle school were randomly assigned to a pair drawing group, an individualistic drawing group, and a control group. The students were taught the 'three states of matter' and 'motion of molecules' for eight class periods. Prior to these classes, student self-efficacy, learning motivation, and attitude toward science instruction were examined. After instruction, tests assessing achievement, conception, learning motivation, and attitude toward science instruction were administered. Two-way ANCOVA results revealed that scores of achievement and conception for the pair drawing group were significantly higher than those for the control group. However, scores of the three groups did not significantly differ in learning motivation and attitude toward science instruction. Furthermore, no significant interactions surfaced between instruction and the level of self-efficacy in all dependent variables.

• Journal of The Korean Association For Science Education
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• v.26 no.4
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• pp.510-517
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• 2006

This study investigated the influences of situational interest, attention, and cognitive effort on drawing as a method to assist students to connect and integrate multiple external representations provided in learning chemical concepts. Seventh graders (N=178) at two coed middle schools were taught about the "Boyle's Law" and the "Charles's Law" for two class hours through drawing. They observed macroscopic phenomena through demonstrations. After these observations, they drew their mental model from the external verbal representation, and then compared their drawings with external visual representation. The tests assessing situational interest, attention, cognitive effort, and conceptual understanding were administered as post-tests. Correlation and path analyses supported a causal model which situational interest had a positive direct effect on attention to the drawing. Attention led to conceptual understanding directly as well as through cognitive effort. These results suggest that situational interest may be induced by drawing first of all, and attention and cognitive effort may be direct causes of conceptual understanding in drawing. Educational implications are discussed.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.161-177
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• 2023

Scientific explanation is composed of various representations such as texts, diagrams, and graphs, and each representation contributes to expanding scientific meaning by connecting similar but slightly different meanings as a 'mode'. Based on this perspective of social semiotics, we aimed to identify the characteristics of meaning formation demonstrated in students' science writing (verbal mode) and science drawing (visual mode) and to discuss the pedagogical use of multimodal representations. To that end, 18 science drawings and 18 scientific writings constructed by science-gifted elementary students on air pressure were collected. The characteristics of the drawn and written explanations were then analyzed from the affordance perspective in social semiotics. In science drawing, students showed a tendency to use the affordance of the visual mode to infer concrete changes from the particle view, such as the movement of air particles, the number of air particles, and the collision of particles. In science writing, students used the affordance of the verbal mode mainly to infer the causal relationship between the concept of air pressure and other related factors at an abstract level. Based on those results, we discuss the educational implications and provide concrete examples of how to use the unique affordances of each form to complement one another.

• Proceedings of the Korea Contents Association Conference
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• 2015.05a
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• pp.249-250
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• 2015

대구에 소재한 '김광석다시그리기길'의 인기요인을 분석해보면 2015년 여행 트렌드는 일상과 연결되어 있다고 볼 수 있다. 사람들의 감성을 자극해 위안을 주고, 시간과 비용 문제로 인해 근교에 위치한 여행지를 선호하고 있다. 그리고 현지인들의 문화를 엿볼 수 있고 일상을 교류할 수 있는 곳임과 동시에 혼자서도 쉽게 할 수 있는 여행을 선호하고 있다. 일상에서 오는 소박함으로부터 사람들은 여행의 만족을 느끼고 있다고 할 수 있다.

• Journal of the Korean earth science society
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• v.28 no.6
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• pp.645-654
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• 2007

The purpose of this study was to investigate students' mental models and alternative conceptions about the Earth's interior. A total of 126 10th grade students participated in this study. They were requested to draw Earth's interior tasks and were interviewed about their mental models. A coding frame was designed to classify the students' drawings and interview responses, and then a four step cognitive model was established based on the frame of coding. In addition, the relationship of mental models was compared in terms of students' gender, and the type of alternative conceptions was analysed. The research results showed a variety of alternative conceptions on the interior of the Earth. The classified mental models showed naive mental model (11%), unstable mental model (81%), conceptual model (8%), while 69% of all sampled students accounted for the static process. The gender difference in the cognitive model showed no statistical significance.

• Journal of Digital Convergence
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• v.17 no.1
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• pp.433-442
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• 2019

We have developed art and career convergence class for career recognition through drawing a neighborhood job map. Thus, we want to expand the students' career recognition. 3 Classes were conducted in 16 elementary school students from 5th to 6th. Through pre & post-questionnaire, and the interviews with the students' work, job recognition with job value and job prejudice, self-understanding and career attitude were analyzed. As follows. First, students' job recognition was expanded. The ability to identify the needs, values and purposes of jobs has improved. Changes in job values that all jobs are worth have occurred and job bias has changed. Second, the career attitude changed on the basis of self-understanding. Thus, in the context of deciding the job demanded by the society rather than the student's will, art and career convergence class was effective in career recognition.

• Journal of The Korean Association For Science Education
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• v.26 no.1
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• pp.9-15
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• 2006

Students have often experienced difficulties in understanding the concept of the particulate nature of matter despite its importance in chemistry. Although various instructional methods have been suggested for teaching this concept, systematic studies have been rarely conducted. Therefore, this study investigated the effects of drawing and analyzing pictures. Three classes of 7th graders at a coed middle school in Seoul were assigned to the control group, the drawing group, and the analyzing group, respectively. Students were taught about the three states of matter and the motion of molecules for 8 class periods. The instructional effects on student conception, achievement, and science learning motivation were investigated by student visual learning styles. Results revealed that the scores of a conceptions test and a science learning motivation test for both the drawing group and the analyzing group were higher than those for the control group. Additionally, the scores of the science learning motivation test were also found to be higher for students with a more visual learning style than their counterparts.

• Communications of Mathematical Education
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• v.38 no.2
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• pp.247-261
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• 2024

This study propose the educational potential of an activity that solves the task of one-stroke drawing of complex figures using a drag-and-drop type educational programming language such as Scratch. The problem of determining whether a given shape is capable of one-stroke drawing is a separate problem from actually finding the path of one-stroke drawing and implementing it through programming. In particular, finding a path that allows one-stroke drawing of complex shapes with regularity and implementing it through programming requires problem-solving capabilities based on the convergence of various mathematical knowledge. Accordingly, in this study, problems related to one-stroke drawing concerning polygon-related shapes, tessellation-related shapes, and fractal shapes were presented, and the results of one-stroke drawing programming of the shapes were exemplified. In addition, the mathematical knowledge and computational thinking elements necessary for the solution of the illustrated problem were analyzed. This study is significant as a new example of the mathematics education that combines mathematics and information.