• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.1044-1059
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• 2010

In this study, we investigated the influences of the method of using analogy on concept understanding, mapping understanding, and mapping error by analogical reasoning ability level. We also investigated students' perception of a role-playing analogy activity. Seventh graders (N=152) at a middle school were assigned to the comparison and the experimental groups. The students of the experimental group were taught about 'the relation between pressure and volume of gas' with experience-based role-playing analogy, while those of the comparison group were taught with explanation-centered analogy. Analyses of the results revealed that the instruction using roleplaying analogy was more effective in concept understanding and retention of mapping understanding than explanation-centered analogy instruction, regardless of analogical reasoning ability level. It was also found that the students of the experimental group had fewer mapping errors than those of the comparison group. However, there was little difference in t pes of mapping errors by the method of using analogy. The students of the experimental group answered that they did not have difficulties in performing the role-playing analogy activity and they actively engaged in the activity. They perceived that the role-playing analogy activity was interesting. Educational implication of these findings are discussed.

• 월간낙농육우
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• v.23 no.4 s.252
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• pp.122-127
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• 2003

• Proceedings of the KSAR Conference
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• 2002.06a
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• pp.184.2-185
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• 2002

• Journal of the Korean Chemical Society
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• v.54 no.1
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• pp.150-157
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• 2010

In this study, we investigated the differences of mapping understanding and the types of mapping errors by the levels of students' cognitive/affective variables and the relationships between mapping understanding and these variables in learning 'concentration and reaction rate' with analogy. After administering the tests regarding logical thinking ability, visual imagery ability, analogical reasoning ability, self efficacy, and need for cognition as pretests, students learned with analogy. Then, students' familiarity and mapping understanding were examined. Analyses of the results revealed that the scores of the mapping understanding for the students with higher levels of all cognitive/affective variables except visual imagery ability and familiarity were significantly higher than those for the students with lower levels. The differences in the types of the mapping errors such as overmapping, failure to map, impossible mapping, artificial mapping, mismapping, rash mapping, and retention of a base feature were also found by the levels of students' cognitive and affective variables. The scores of students' mapping understanding were positively correlated with those of all cognitive and affective variables. The results of multiple regression analysis indicated that students' science achievement, logical thinking ability, and familiarity were significant predictors of mapping understanding. Educational implications of these findings are discussed.

• Journal of the Korean earth science society
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• v.24 no.5
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• pp.393-401
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• 2003

The purpose of this study is to research the effect of using analogies in high school earth science classes. According to the usage of TWA model, three types of teaching strategies were developed: text developer-generated, teacher-generated, and student-generated analogies. The model described in this paper began with a task analysis of highschool science textbooks for grade 10 to identify how the textbook authors used analogies to explain plate tectonics concepts. In this study, 210 students were sampled from first graders of high school. After 7 classes, the consciousness of students was investigated with questionnaires. The results are as follows: 1. Many plate-tectonics analogies are used in high school science textbooks (total 25). Teachers and authors construct effective analogies to help students build on their relevant knowledge by applying it to new knowledge acquired from textbooks. 2. Analysis of the data indicate that instruction using student-generated analogies was more effective than others. But in the class in conveying complicated concepts (ex. transform fault), teacher-generated instruction was effective. Teachers need to be aware of the weakness of using analogies in order to select the most appropriate analogies. 3. Making analogies in general, as well as using analogies have systematic steps. Analogies should be used after considering student's preconception, teacher's consciousness and text author's intention to use analogies as powerful instructional tools.

• Journal of The Korean Association For Science Education
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• v.26 no.2
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• pp.167-176
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• 2006

The purpose of this study was to explore the effects of a visual-analogical learning model based on theoretical research on visual thinking and analogical learning. To examine the effect of visual-analogical learning, both an experimental group and a control group were selected from 6th graders at H elementary school in Yeonsugu, Incheon and tested on creativity and science achievement Results of this study showed as that visual-analogical learning produced statistically significant differences for changes in student creativity, For the individual components of creativity; openness, fluency, and originality, results showed greater increases for the experimental group, whereas flexibility showed only statistically significant differences. In regards to science achievement, the experimental group showed a bigger increase than the control group, but these findings were statistically nonsignificant For changes to creativity in the group divided according to creativity score, this instructional method was more effective in the middle and lower group than the higher group, An investigation of attitude, revealed a positive student reaction students felt these science classes to be more interesting than previous science classes. Moreover, students wanted to create new innovative product themselves.

• Journal of the korean veterinary medical association
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• v.47 no.5
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• pp.456-461
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• 2011

최근 홀스타인 경산우는 체격이 대형화함과 동시에 유전적 개량에 의해 비유량이 증가하고 있으나, 비유량이 증가하는 한편, 번식성적의 저하가 전 세계적인 문제로 되고 있다. 미국의 경우, 젖소의 첫 인공수정 수태율은 1951년의 약 65%에서 1996년 약 40%까지 저하하였다는 보고도 있다(Butler 등). 또한 영국에서도 과거 25년간에 수태율이 약 50%에서 35%까지 저하하여 40%를 밑돌고 있으며(Cook 등), 일본의 경우도 마찬가지로 북해도 젖소의 첫 수정 수태율은 40%를 밑돌고 있다는 것으로 미루어 우리나라의 경우도 이와 유사한 성적이나 좋지 않을 것으로 사료된다. 더구나 수태율의 저하와 아울러 분만간격(평균공태일수)는 매년 연장되고, 현재 고능력 젖소에서 번식 성적의 향상은 해결과제로, 세계각국에서는 번식성적저하의 요인 및 대책에 대한 많은 연구가 이뤄지고 있다. 따라서 고능력 젖소에서 유량, 부(負, -)에너지 균형 및 BCS 등이 번식성적에 미치는 영향 등에 대해 국내 외의 수집 논문, 자료 등을 정리하여 대동물임상수의사들에게 도움을 주고자 소개하고 저 한다.

• Journal of The Korean Association For Science Education
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• v.30 no.2
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• pp.304-322
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• 2010

The purpose of this study is to explore the effects of student-centered instruction using analogies for middle school students' learning of the photosynthesis concept. Participants in this study were 8th grade students at a middle school in Seoul (N=132). The students were divided into two groups for implementation. In the experimental group the teaching materials containing analogies were used while the contents of a science textbook were taught in the control group. The results of this study indicated that student-centered instruction using analogies was more effective than traditional methods of instruction for understanding photosynthesis concepts and the students' attitude toward the science class. Analogies were also found to contribute to developing an understanding of the photosynthesis concept through activating students' prior knowledge, focusing on structural features of the target concept and elaborating knowledge. In addition, analogies play an important role in activating small group discussions, improving students' meta-cognitive skills, and revealing and revising of misconceptions about photosynthesis. Moreover, analogies can help improve students' interests and self-efficiency in science classes.

• Journal of Science Education
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• v.47 no.3
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• pp.263-272
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• 2023

We consider how a pre-service teacher can understand and utilize various concepts of Euclidean geometry by learning conic sections using mathematical definitions in non-Euclidean geometry. In a third-grade class of D University, we used mathematical definitions to demonstrate that learning conic sections in non-Euclidean space, such as taxicab geometry and Minkowski distance space, can aid pre-service teachers by enhancing their ability to acquire and accept new geometric concepts. As a result, learning conic sections using mathematical definitions in taxicab geometry and Minkowski distance space is expected to contribute to enhancing the education of pre-service teachers for Euclidean geometry expertise by fostering creative and flexible thinking.

• Journal of Animal Science and Technology
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• v.46 no.5
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• pp.773-782
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• 2004

The objective of this work was to establish an approaching method for TMR feeding system in the farm situation by testing the effects of herd-mix feeding system on the performance of lactating cows. Fifty six Holstein cows were fed for the experimental period of 16 months. Prior to test the herd-mix feeding system, animals were kept on conventional feeding system for 4 months, separate feeding of forage with concentrate, then provided 3 types of herd-mix rations formulated by mean level of energy concentration requirement of higher 1/2 ranker in each herd for remaining 12 months to compare the effect on milk yield performance of animals with conventional feeding system by using a switch-over method. The herd-mix feeding system influenced substantially upon the improvements of milk yield(P<0.01) and milk fat percentage(P<0.05). In all of lactational ages, milk yield and milk fat were enhanced by the herd-mix feeding system. Especially, actual milk yield(AMY) and milk fat in the 1st lactating cows, and AMY and 4.0% fat corrected milk yield(FCM) in the 2nd lactating cows were increased signiticantly by the herd-mix feeding system(P<0.05). In the early and mid-stage of lactation, the herd-mix feeding system showed higher AMY and FCM compared with the conventional feeding system although the milk fat was not different. AMY, milk fat and FCM in the late-stage of lactation were increased generally by the herd-mix feeding system. Especially, milk fat and FCM obtained by the herd-mix feeding system were significantly higher than those by the conventional feeding system(P<0.01). The herd-mix feeding system showed a good type of milking curve with a higher persistency of FCM(93.24%) than in conventional one(92.69%). The income over feed cost with the herd-mix feeding system was lA-fold higher than that with the conventional feeding method. In conclusion, the results of this work suggest that the herd-mix feeding system based on a correct level of energy concentration of TMR and well-determined feed ingredients increases not only milk yield of dairy herd by enhancing the performance of cows in early to mid stage of lactation with improved milk persistency but also gross income of dairy farm.