• Journal of The Korean Association For Science Education
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• v.37 no.6
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• pp.1015-1023
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• 2017

The purpose of this study is to investigate the process of development of explanatory hypothesis being generated by middle school students and the factors that affect the process in water wave interference phenomena by analogy scaffolding. For this purpose, the processes on how explanatory hypotheses were generated, revised, and then elaborated by analogy scaffolding were investigated and analyzed. The subjects for the study were 60 eighth grades students in one middle school divided into 12 groups according to their cognitive level measured by GALT. The research findings are as follows: First, it was found that there is a regular pattern in development of explanatory hypothesis by students about water wave phenomenon; second, the cognitive level of the student affected apparently on the students' hypothesis development process, however, it was also observed that students with inferior cognitive level could form a scientific explanatory hypothesis in the second stage of the scaffolding; third, the analogy scaffolding actually helped the students in formulating hypothesis. In conclusion, analogical reasoning can be a meaningful and powerful strategy for secondary school students to formulate explanatory hypothesis.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.898-909
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• 2009

In this study, we investigated the influences of the role-playing analogy in chemistry concept learning on mapping understanding and mapping errors by analogical reasoning ability level. Seventh-graders (N=151) at a middle school were assigned to the comparison group and the experimental group. The students of the experimental group were taught with the 'running in the circle' role-playing analogy. After the students were taught about 'the relation between volume and pressure of gas', the test of mapping understanding in the next class and the retention test four weeks later were administered. The students with typical mapping errors were also interviewed to investigate their mapping processes. The results revealed that the role-playing analogy in chemistry concept learning improved mapping understanding and its retention regardless of analogical reasoning ability level. It was also found that the students in the experimental group had fewer mapping errors than those in the comparison group. However, there were similar patterns of mapping errors in both groups, and there were no significant differences in the frequencies of each type of mapping errors by analogical reasoning ability level. Educational implication of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.39-48
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• 2017

In this study, we investigated the characteristics of analogs generated by high school students to explain ionic bonding in the perspectives of the number of analogs, the understanding of mapping, and the source and type of analogs. We also compared the results by students' conceptual understanding, logical thinking ability, and analogical reasoning ability. Participants in this study were 395 11th graders in Seoul. The results of the study showed that the higher the conceptual understanding, the logical thinking ability, and the analogical reasoning ability, the more the students generated the analogs. The understanding of mapping was related to logical thinking ability and analogical reasoning ability. It is noteworthy that the sources of analogs differed only depending on their conceptual understanding of the target concept among the cognitive variables studied. Students who had higher conceptual understanding also generated analogs from more diverse sources. Some types of the generated analogs were related to the cognitive variables. For examples, the students who had higher conceptual understanding and logical thinking ability generated more verbal/pictorial analogs. The types of analogs were not related to cognitive variables in terms of artificiality, abstraction, and systemicity. Educational implications of these findings were discussed.

• Journal of Gifted/Talented Education
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• v.23 no.5
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• pp.817-833
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• 2013

The study aims to analyze Thomas Young's problem solving processes of analogical reasoning during the formation of the interference theory of light, and to draw its implications for secondary science education, particularly for enhancing creativity in science. The research method employed in the study was literature review of the papers which Young himself had written about sound wave and property of light. His thinking processes and specific features in his thought that were obtained through analysis of his papers about light are as follows: Young reconsidered Newton's experiments and observations, and reinterpreted Newton's results in the new viewpoints. Through this analysis, Young discovered that Newton's interpretation about his own experiments and observations was faulty in a certain point of view and new interpretation is necessary. Based on the data, it is hypothesized that colors observed on thin plates and colors appeared repeatedly on Newton's ring are appeared because of the effect of light interference. Young used analogical reasoning during the process of inference of similarity between sound and light. And he formulated an hypothesis on the interference of light through using abductive reasoning from interference of water wave, and proved the hypothesis by constructing an creative experimental device, which is called a critical experiment. It is implicated that the analogical reasoning and experimental devices for explaining the light interference which Young created and used can be utilized for school science education enhancing creativity in science.

• Journal of the Korean Chemical Society
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• v.54 no.2
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• pp.248-256
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• 2010

This study investigated the effects of the level of enrichment for analogies upon students' mapping, conceptual understanding, and the types of mapping errors in concept learning about Boyle's Law. Analogical reasoning ability test was administered and the score was used as a blocking variable. Three types (simple, enriched, and extended analogies) of learning materials according to the level of enrichment for analogies were studied by randomly assigned middle school students, and a conceptions test and a mapping test were administered immediately. The retention tests of both were administered four weeks later. Analyses of the results revealed that there was no main effect in the level of enrichment for analogies, but there was interaction effect with analogical reasoning ability in the post test on mapping. And the score of enriched analogy group was significantly higher than those of simple analogy group, but the score differences among three groups were not significant in the retention test on conceptual understanding. The frequency of the total mapping errors in the simple analogy group was the highest, and the frequencies of most types of mapping errors in the enriched and the extended analogy groups were less than those in the simple analogy group. There were also some differences in the frequencies of mapping errors with respect to the level of analogical reasoning ability. Therefore, these results will help science teachers plan and practice instructions using analogy.

• 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.

• Asia Marketing Journal
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• v.9 no.2
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• pp.1-21
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• 2007

This research investigates the role of causal inferences about the endorser's motivation - specifically, dispositional versus situational attributions - and their impact on persuasion of noncelebrity testimonial advertisements. Based on the correspondent inference theory and the relevant literature, it is posited that consumers will generate predictable patterns of attributional responses to testimonial messages, which in turn will influence ad and brand evaluations. An experiment with 335 consumer panelists, after a pilot experiment with the college student sample, has been conducted. Results suggest the greater impact of dispositional attributions than situational attributions on persuasion of noncelebrity testimonial messages and general evocations of situational attributions regardless of the levels of endorser credibility and dispositional attributions. On the basis of the findings from this study, theoretical and practical implications are discussed, as are directions for future research.

• Journal of the Korean Chemical Society
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• v.45 no.2
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• pp.177-182
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• 2001

An instructional model using multiple analogies according to component process (MACP) was designed on the vasis of schema theory and comornent process theory in analogical reasoning. This model has ？ phases: introducting multiple analsgs, extracting multiple analogs, extracting common attributes of analogs, introducing target conanother context. Te instructional effects of this model upon students' conceptual understanding and learning motivation were compared with those of the Teaching-With-Analogy (TWA) and non-analogy instructions. Three classes of 8th grade were randomly assigned to MACP, TWA, and control group, respectively, Subjects were taught about chemical changes and reactions for 10 class hours. The ANCOVA results indicated that the scores of the conceptions test for the MACP group were significantly higher than for the control graup. However, no significant differences were found among the three groups in the test scores of learning motivation.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.522-537
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• 2013

This study analyzed the relationship among the construct level of analogical reasoning, prediction and uncertainty, and the construction of an explanatory model that were produced during small group discussions for scientific problem solving. This study was participated in by 8 students of K University divided into 2 teams conducting scientific problem solving. The participants took part in discussions in groups after achieving scientific problem solving individually. Through individual interviews afterwards, changes in their thinking through discussion activities were looked into. The results are as follows: The analogy at the Entities/Attributes level was used to make people clearly understand the characteristics of certain objects or entities in the discussions. The analogy at the Configuration/Motion level that was produced during the discussions ensured other participants to predict the results of problem solving. The analogy at the Mechanism/Causation level changed the structure of problem situations either to help other participants to reconstruct the explanatory model or to come up with a new situation that was never been through before to justify the created mechanism and through this, the case of creating Thought Experiments during the discussions were observed. if looking into the changes of analogies, each individual's analogic paradigm during the discussions were shown as production paradigm, reception-production paradigm, production-reception paradigm, and reception paradigm. The construction and reconstruction of the explanatory model were shown in analogic production paradigm, and in the reception paradigm of an analogy, participants changed their predictions or their certainty.

• Journal of Animal Science and Technology
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• v.48 no.6
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• pp.767-776
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• 2006

Corresponding author:Deukhwan Lee, Department of Animal Life Resources, Hankyong National Univ. Seokjeong-dong Anseong-si Gyeonggi-do, Rep. of Korea 456-749Tel: 031-670-5091, Fax: 031-676-5091, E-mail : dhlee@hknu.ac.krGeneral performance with including environmental and management effects on linear type traits in Holstein cows were investigated. 115,646 valid records measured from cows over 1 yrs of age by Korean Animal Improvement Association from 2000 to 2004 were used for this study. Farm, appraisal year-month, appraisal person should affect linear type and scoring traits. Most of type traits and scoring traits would be significantly affected by parity and lactation stage after absorbing farm-appraisal year-month-person effects. Otherwise, some traits such as traits related to udder would be affected by registration criteria. However, interval of appraisal time and milking time would not affect these traits. The scores related to udder, teat placement and foot angle would be positively related to parity. Final score would be optimized at cows of 2nd and 3rd parities. Dairy form, front teat placement, rear udder height, rear udder width and final score would show similar to pattern of lactation curve at lactation stage. Dairy capacity composite index would also show similar to lactation curve. This result would be indicated that more concise standardizing system for linear type scoring rules would be needed. Furthermore, correcting system for parity and lactation stage would be needed because this factor should affect physiological status, specially, udder status.