• 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.

• Korean Journal of Cognitive Science
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• v.26 no.1
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• pp.27-51
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• 2015

The present study tested the effect of a top-down influence on recalling the colors of Stroop words. Participants remembered the colors of 1, 2, 3 or 6 Stroop words. After 1 second of a memory delay, they were asked to recall the color of a cued Stroop word by selecting out its corresponding color on a color-wheel stimulus. The correct recall was defined when the participants chose a color that was within ${\pm}45^{\circ}$ from the exact location of Stroop word's color on the color-wheel. Otherwise, the recall was defined as incorrect. The analyses of the frequency distribution of the participants' responses in the error trials showed that the probability of choosing the color-name of the target Stroop word was higher than the probability of other five color-names on the color-wheel. Further analyses showed that increasing the number of Stroop words to manipulate memory load did not affect the probability of the Stroop interference. These results indicate that the top-down interference by Stroop manipulation may induce systematic distortion of the stored representation in visual working memory.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2015.07a
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• pp.328-330
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• 2015

항만관제 상황인식에 따른 선임,초임관제사간의 시각적 차이점을 비교 분석하여, 관제의 전문성을 표상하는 구체적이고 객관적으로 나타내며, 교육 및 훈련에 활용에 관하여 연구.

• Journal of Educational Research in Mathematics
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• v.23 no.2
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• pp.153-171
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• 2013

The purpose of this study is to investigate characteristics of students' problem solving processes based on their mathematical thinking styles and thus to provide implications for teachers regarding how to employ multiple representations. In order to analyze these characteristics, 202 university freshmen were recruited for a paper-and-pencil survey. The participants were divided into four groups on a mathematical-thinking-style basis. There were two students in each group with a total of eight students being interviewed. Results show that mathematical thinking styles are related to defining a mathematical concept, problem solving in relation to representation, and translating between mathematical representations. These results imply methods of utilizing multiple representations in learning and teaching mathematics by embodying Dienes' perceptual variability principle.

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2006.05a
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• pp.81-84
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• 2006

• Science of Emotion and Sensibility
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• v.26 no.3
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• pp.3-14
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• 2023

This study used intersubject representational similarity analysis (IS-RSA) to identify participant-response consistency patterns in previously published data. Additionally, analysis of variance (ANOVA) was utilized to detect any variations in the conditions of each experiment. In each experiment, a combination of ASMR stimulation, visual and auditory stimuli, and time-series emotional video stimulation was employed, and emotional ratings and physiological measurements were collected in accordance with the respective experimental conditions. Every pair of participants' measurements for each stimulus in each experiment was correlated using Pearson correlation coefficient as part of the IS-RSA. The results of study revealed a consistent response pattern among participants exposed to ASMR, visual, and auditory stimuli, in contrast to those exposed to time-series emotional video stimulation. Notably, the ASMR experiment demonstrated a high level of response consistency among participants in positive conditions. Furthermore, both auditory and visual experiments exhibited remarkable consistency in participants' responses, especially when subjected to high arousal levels and visual stimulation. The findings of this study confirm that IS-RSA serves as a valuable tool for summarizing and presenting multidimensional data information. Within the scope of this study, IS-RSA emerged as a reliable method for analyzing multidimensional data, effectively capturing and presenting comprehensive information pertaining to the participants.

• Journal of the Korean Chemical Society
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• v.53 no.3
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• pp.355-367
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• 2009

In this study, the 9th grade students were interviewed to explore their comprehension and interpretation processes of inscriptions representing the concept of atom and molecule. We used a semiotic model for the interview and the analysis of result. The research result revealed that the students performed structuring processes of interpreting inscriptions successfully, but they had a difficulty with translating processes for attaining the target concept or for connecting an inscription with another inscription. Translating processes of connecting inscription with text showed a different result according to achievement level of each student. On the other hand, all the interviewees showed similar sequences in the processes of interpreting inscriptions. Educational implications of these findings were discussed.

• Archives of design research
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• v.17 no.2
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• pp.15-22
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• 2004

Recent complex visual culture is the visual world widely magnified according to the images like image, graphics, photograph, movie, and television, etc. by the development of digital technology. Because it conveys meanings and contents inserting sound and letters, it may have multimedia character conveying and communicating information beyond general language and letters. The vision for various images at that time is inseparably connected with language. And imaginative order of image and vision are composed of special way in culture and history. Language is different in society, culture, and history. Accordingly, if visual experience is communicated with language partially, it is difficult to have university. So, role of linguistic order plays an important role in forming and defining the social and cultural differences among the visual systems. Historically various visual and optical devices with this visual language have influenced a lot. These visual technologies are concrete and physical practice determining a way to get together with the subject and the visible object in the visible world. The visual language is connected with dimension like these symbols of images and the dimension like visual technologies to series of historical physical and institutional practices. It determines social visual mode toward object world in one of visual system. Accordingly, this study is to understand visual language with social and historical character according to the changed concept and characters as development of media technology. And it is to explain it in view of visual language as a dimension of symbol and visual technology of institutional and physical practice. After all, it cannot explain the effect on the function and visual mode of visual technology as its technical element only. It also cannot separate with the practice with coherent discourse and the physical and institutional practice. The possibility, technical element of technology contains, does not realize as it is but the effect is always communicated in the social veins and realized with a restriction.

• Korean Journal of Cognitive Science
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• v.20 no.4
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• pp.481-506
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• 2009

The purpose of the present research was to examine whether the attention mechanism employs physical or represented location of the cue and target. To achieve this, we have employed the paradigm of facilitation of response as well as inhibition of return. In the experiments, valid and invalid conditions were defined by the position consistency of the cue and the target in the aspect of either physical or represented location. We used auditory cue and visual target in Experiment 1 while visual cue and auditory target in Experiment 2. As a results, in Experiment 1, effect of facilitation of response in valid condition was found when the valid/invalid conditions were defined in the aspect of represented location. In Experiment 2, effect of facilitation of response in valid condition was found when the valid/invalid conditions were defined in the aspect of represented location. In all the other conditions, no effect was found when the conditions were defined in the aspect of physical location. No effects of inhibition of return were found in Experiment 2. These results imply the possibility that attention mechanism operates based on objects' represented location rather than on their physical location. More importantly, the present research suggests that it is necessary to separate represented location from physical location of the target and the cue in the experiment of facilitation of response and inhibition of return in the future.

• Journal of Korean Elementary Science Education
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• v.37 no.2
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• pp.219-231
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• 2018

This study surveyed the elementary school teachers' use of visual representations and their perceptions of the functions of visual representations in the teaching of electricity unit. A total of 110 elementary teachers who have experiences in teaching electricity unit responded to online survey. The result showed firstly that most of the teachers use visual representations in their teaching and it is mostly limited to those presented in textbooks or images that they can get easily from internet search. Secondly, elementary teachers thought that they have high ability in using visual representations and low ability in understanding students' visual presentation ability. Thirdly, visual representations are more often preferred to be used as teacher-centered ways than student-centered ways for motivating students and conceptual understanding. However, in case of scientific inquiry, both teacher-centered and student-centered ways were equally preferred. Lastly, the teachers' perceptions of the functions of visual representations were categorized into 'teaching-instrumental function', 'learning-instrumental function', 'communicative-instrumental function' and 8 subcategories were found. The most frequent function was the 'information delivery function' in the 'teaching-instrumental function' category. Implications for teacher education and further studies were discussed.