• Journal of the Korean Chemical Society
• /
• v.48 no.6
• /
• pp.629-637
• /
• 2004

제7차 교육과정에 따른 중등 과학 교과서 중 화학 영역에 사용된 비유를 분석하였다. 전체 35권의 교과서에서 비유 사용 빈도는 325회로 13쪽마다 평균 1회 사용되었고, 단 한 번만 사용된 비유가 많았다. 유형별로는 기능적 비유, 언어와 그림을 모두 사용한 비유, 추상적 목표물을 구체적 비유물로 설명한 비유, 단순 비유와 부연 비유, 교사 중심 비유, 체계성이 낮은 비유가 많았고, 일상 비유와 작위적 비유가 비슷하게 사용되었다. 교과서 본문 중에 '비유‘라는 용어를 사용한 경우는 적었으며, 제한점에 대한 언급은 거의 없었다. 제6차 교육과정에 따른 과학 교과서에 비하여 쪽 당 비유의 수는 증가하였으나, 표현 방식, 작위성, 학습자 참여성을 제외한 모든 유형에서 비슷한 경향을 나타내었다. 이 결과들에 대한 교육적 시사점을 논의하였다.

• Journal of The Korean Association For Science Education
• /
• v.37 no.3
• /
• pp.407-416
• /
• 2017

In this study, we investigated the processes of analogy change and the characteristics of discussions in collaborative activity of self-generated analogy. Twenty-four high school students in Seoul participated in this study. We implemented science instructions based on collaborative activity of self-generated analogy. We compared personal analogies, group analogies, and modified group analogies in order to analyze the processes of analogy change. We also analyzed the characteristics of group and classroom discussions in the science instructions. The analyses of the results indicated that the processes of analogy change were categorized into three patterns; adding shared attributes, recognizing unshared attributes, and revising mapping errors. They selected a group analogy from analogies of their group members by considering inclusiveness, originality, and familiarity. They perceived the activity of self-generated analogy as subjective and creative. Therefore, they felt little pressure of self-generated analogy and there were little conflicts in group discussions. On the other hand, various analogies were suggested in classroom discussions and the competitive atmosphere of classroom discussions led students to focus on unshared attributes. At the stage of modifying group analogies, they added unshared attributes as limitations of the group analogy and changed their group analogy not to have unshared attributes. There were no cases of generating a new analogy. Some suggestions to implement collaborative activity of self-generated analogy in science teaching effectively are discussed.

• Journal of The Korean Association For Science Education
• /
• v.20 no.3
• /
• pp.411-420
• /
• 2000

The purpose of this study was to investigate how many students understood the analogies for physics concepts used in middle school science textbooks, and which types of analogies they understood better than others. We classified the analogies into the following 4 types: verbal and simple analogy, verbal and enriched analogy, pictorial and simple analogy, and pictorial and enriched analogy. For the study, 46 students were sampled from a middle school in Ulsan city in Korea, and a tool for testing their understanding of analogies were developed. The tool is composed of 8 items, and its face validity about contents and difficulty was verified by 5 experts. It was found that in average only about 50% of the students understood the analogies in the middle school science textbooks averagely, and that the students understood pictorial and simple analogies better than the other types of analogies.

• Journal of the Korean Chemical Society
• /
• v.57 no.3
• /
• pp.398-404
• /
• 2013

In this study, the analogies in the chemistry domain of middle school science textbooks developed under the 2007 revised National Curriculum were analyzed. A total of 235 analogies were found in 27 middle school science textbooks analysed, which means that one analogy per 10 pages was used on average. The number of analogies found in each textbook considerably varied depending on both publishing company and chemistry domain. Functional analogies, verbal and pictorial analogies, analogies with abstract target and concrete analog, enriched analogies, everyday contexts analogies, student-centered analogies, and analogies with low systematicity were frequently used. On presenting the analogies in the textbooks, the term analogy and description about the limitations of the analogies were rarely mentioned. In comparison with the analogies in the science textbooks developed under the 7th National Curriculum, the frequency of analogies per page was increased. There were positive changes in the aspects of representation, extent of mapping and artificiality. No differences, however, were found in the patterns of the other aspects.

• Journal of The Korean Association For Science Education
• /
• v.23 no.2
• /
• pp.165-175
• /
• 2003

The purpose of this study was to analyze the use of analogies in high school science textbooks in explaining abstract science concepts. For this study, the analogies used in high school science textbooks of the 7th science curriculum were analyzed. The analogies were classified into the six following types: the nature of shared attributes, representation, analogy/target abstraction, number of analogies, with and without specified use of analogy, and casual relations. A total of 189 analogies were found in the 7th science textbooks. This means that 16.9 analogies were used for each book. In analyzing the analogies, we found some analogies were appropriate, while others were ambiguous and inadequate in explaining the various science concepts. The number of analogies used varied considerably according to the publishing company and the science domain. For more effective understanding of various science concepts, it is necessary to develop more analogies and research the application of analogy.

• Journal of The Korean Association For Science Education
• /
• v.19 no.4
• /
• pp.665-673
• /
• 1999

We examined how science teachers in middle schools practiced and perceived using analogies. A survey was administered to obtain 131 teachers' responses from 22 middle schools in Seoul. Most science teachers used analogies frequently in their instructions, and had positive attitudes toward the effect of analogies. They agreed that relevant figures should be presented with analogies, analogy itself should be explained to their students, and something to mislead the students' idea should be mentioned. They also responded that they practiced so in their instructions. However, it was revealed that they neither explained a concept with several analogies nor helped students to make self-generated analogies. Their idea was that proper analogy sources and instructional models were needed for using analogy effectively in science instruction. The teachers with above masters degree explained the analogy itself, and they perceived the needs for supplements and strategies in using analogy more affirmatively. The teachers possessing modern perceptions to science instructions and students' activities rather than classical ones used analogies more frequently and effectively.

• Journal of the Korean Chemical Society
• /
• v.54 no.5
• /
• pp.621-632
• /
• 2010

In this study, we examined the characteristics of analogies generated by science-gifted students depending on the consideration of attributes and relationships in the processes of generating analogies and investigated the applicability of analogy-generating activities in science-gifted education programs. The analyses of the results revealed that the analogy-generating processes of science-gifted students were categorized into three kinds of patterns depending on the consideration of attributes and relationships of the target concept and the source analog. There are also some differences in the types of analogies generated and selected to be good, and in the proper mapping numbers by the patterns depending on the consideration of attributes and relationships. Most science-gifted students used the analogy-generating activities to other target concept, and recognized them to be useful. However, they had difficulties in selecting source analogs at the processes of generating analogy. These obtained in this study will help to explore a potential use of the analogy-generating activities in an effective education program for fostering the creativity of science-gifted students.

• Journal of the Korean Chemical Society
• /
• v.57 no.6
• /
• pp.801-812
• /
• 2013

In this study, we analyzed the analogies in the chemistry domain of 27 middle school science textbooks and 8 high school chemistry textbooks developed under the 2009 Revised National Curriculum. A total of 284 analogies (science, 143; chemistry, 141) were identified from the textbooks, which means that 8.11 analogies (science, 5.3; chemistry, 17.6) per textbook and 0.68 analogy (science, 0.66; chemistry, 0.70) per 10 pages were used on average. Compared with previous curricula that the number of analogies gradually increased, the use of analogy was found to be somewhat decreased in the 2009 Revised National Curriculum. The number of analogies found in each textbook considerably varied depending on course, unit, and publishing company. One hundred ninety one different kinds of analogies were used, among which 38(19.9%) were used over twice. Further analyses of the types of analogies indicated that verbal and pictorial analogy, analogy with abstract target and concrete analog, and enriched analogy were frequently used. However, the term 'analogy' and the description about the limitation of the analogy were rarely mentioned. Artificial analogy, teacher-centered analogy, and analogy with low systematicity were also found to be frequently used. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
• /
• v.29 no.8
• /
• pp.861-873
• /
• 2009

This study investigated the types of analogies generated by science-gifted students, mapping errors on the chromatography, and the perceptions on generating analogy. The subjects were science-gifted eighth-graders (N=68) enrolled at four gifted-education centers in Seoul. Analyses of the results revealed that most science-gifted students represented the analogies using verbal and pictorial forms based on concrete and everyday experiences, and they elaborately explained them including the functional attributes and the causal relationships of the target concept. Science-gifted students selected the analogies having rich similarities or similar structure and principle between the target concept and the analogy as the best of the self-generated analogies. And they used mainly their 'school life' as analogy materials. The results of the mapping test showed that many science-gifted students had mapping errors such as 'failure to map' and 'overmapping'. They were found to have the positive perceptions on generating analogy. The present study will provide the basic information to develop an instructional model in generating analogy in an education program for science-gifted students.

• Journal of The Korean Association For Science Education
• /
• v.38 no.3
• /
• pp.369-378
• /
• 2018

In this study, we investigated the characteristics in the processes of generating analogy for lessons by pre-service science teachers. Eight pre-service teachers at a college of education in Seoul participated in this study. After the workshop of analogy in science education, they generated analogies for lessons. In order to investigate thought processes deeply, we used the think-aloud method and also conducted semi-structured interviews after their activities. Worksheets written by the pre-service teachers were collected. Their activities and interviews were recorded and videotaped. The characteristics in the processes of generating analogy were analyzed in the perspectives of student, analog, and concept. The analyses of the results revealed that they generated analogies to correct students' misconceptions and also considered misconceptions that could be caused by their analogies. They generated analogies using sources with which students are familiar. They also generated concrete and everyday analogies rather than abstract and artificial analogies. There were some cases where they did not clearly grasp the target concepts and expressed the concepts which were not covered in the unit. On the bases of the results, we suggest some educational implications for pre-service science teacher education.