• 베이커리
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• no.6 s.359
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• pp.82-83
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• 1998

• The Journal of Engineering Research
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• v.6 no.1
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• pp.139-150
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• 2004

Metaphor, considered as figurative language and used as methods for emphasis and resonance in verbal communications for over two millennia, has had entailed an important role in thought as well as language, especially in creative thought, Also, in architectural design lots of creative works have been produced using metaphor. Metaphorical expression in architectural design can be seen in many great works, therefore metaphorical thought must have been critical in architectural design. This research mainly focuses on what is the mechanism of metaphor in design and how metaphor works in creative architectural design.

• Proceedings of the Korea Society of Design Studies Conference
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• 1995.11a
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• pp.62-63
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• 1995

• Journal of Elementary Mathematics Education in Korea
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• v.10 no.1
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• pp.1-19
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• 2006

It is generally accepted that fostering creative thinking is a core in mathematics education and accumulating research products on that topic is really needed. In this study, I hoped to investigate and verify that in mathematics education it was possible to cultivate creative thinking through various and divergent activities, For this purpose, I delat with some illustrations, in which students learned mathematics through the operational activities using teaching tools, problem solving and problem posing activities, and finally they seemed to foster creative mathematical thinking. In conclusion of this paper, I have suggested that in math education those activities should be used to cultivate students' creative thinking in kindergarten or early elementary school. Also I asserted that it is urgently need to store up research products about various materials and methods for those mathematics teaching and learning.

• 발명특허
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• v.35 no.9
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• pp.52-58
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• 2010

• 발명특허
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• v.9 no.11 s.105
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• pp.60-63
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• 1984

• Archives of design research
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• v.14 no.3
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• pp.77-85
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• 2001

This paper focuses on the idea development as a creative thinking process for design innovation. The process of thinking has the thinking structures of abduction and transformation. After we had studied the design thought, we found a structure of a thinking system, and created a creative thinking model with this. Using job analysis, we examined the duster of design jobs, which form the design process, and verified the thinking model. The findings suggest that our idea development has the creative process not only of divergent thinking and convergent one, but also of transformation in design. In same time, the design thinking shows their pattern of transition from abstract concept to concrete object. Between the design jobs, idea development shows higher difficulty than other jobs - marketing, product planning and follow-up. Combining the D-T-C (Divergent-Transformation-Convergent) thinking with abstract-concrete thinking, we designed a DFD(data flow diagram) for an early model of computer mediated thinking system (CMTS). This has implications for design support.

• Communications of Mathematical Education
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• v.14
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• pp.469-475
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• 2001

21세기 지식 기반 사회를 준비하기 위한 신교육의 방향은 교사 중심의 교수 교육(teaching ed.)과 학생중심의 학습 교육(learning ed.)에서 교사와 학생이 함께 주도하는 사고중심 교육(thinking ed.)으로 옮겨가고 있다. 그리고 수학은 우리의 마음에 존재하는 모든 관념적 대상을 다루는 도구로서, 인간 사회의 여러 분야에서 인간의 사고를 도우며 인간이 직면하는 어려운 문제들을 합리적으로 풀어 나갈 수 있는 능력을 키우고 또 항상 새로운 것을 창조하는 학문이다. 이와 같이 창의적 사고를 필요로 하는 신교육 사조와 창조적 사고를 특정으로 하는 가장 유용하고 매력적인 수학은 본질적으로 서로 맥을 같이 하고 있다. 이런 관점에서 21세기 수학교육의 필요성은 더욱 중대되어 가고 있는 것이 국제적 추세이다. 그럼에도 불구하고 공교육 위기설이 나돌고 있는 우리 나라 중등교육 현장에서 수학교육의 나아갈 길은 과연 무엇인가?

• The Mathematical Education
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• v.59 no.1
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• pp.81-99
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• 2020

This study examined the types of abduction and the thinking strategies by the mathematics problems posed by students. Four students who were 2nd graders in middle school participated in problem posing on four tasks that were given, and the problems that they posed were classified into equivalence problem, isomorphic problem, and similar problem. The type of abduction appeared were different depending on the type of problems that students posed. In case of equivalence problem, the given condition of the problems was recognized as object for posing problems and it was the manipulative abduction. In isomorphic problem and similar problem, manipulative abduction, theoretical abduction, and creative abduction were all manifested, and creative abduction was manifested more in similar problem than in isomorphic problem. Thinking strategies employed at abduction were examined in order to find out what rules were presumed by students across problem posing activity. Seven types of thinking strategies were identified as having been used on rule inference by manipulative selective abduction. Three types of knowledge were used on rule inference by theoretical selective abduction. Three types of thinking strategies were used on rule inference by creative abduction.

• Archives of design research
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• v.13
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• pp.235-255
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• 1996

The world-view of a period or a society refers to the way it conceives of the order and governing principles of the universe. The ad and outcome of the crealive process of a designer reflect his or her world-view or value system. Contemporary students of design seem to find the traditional approach to art based upon the Euclidean logic rather redudive and confining and are trying to develop a new way of thinking and methodology, a new frame of reference. In this study, I am offering the chaos- and fractal theory, concepts drawn from science, as a new anchoring point for design. This approach makes use of the concept of chaos as the basis of a new, open system that enables a designer to find and generate numerous visual possibilities immanent in chaos. Likewise. fractal geometry is offering new concepts and vocabularies for the study of physical universe and design thinking, as well as bridging the gap between science and art. The number of structural possibilities fractal theory generates for environmental design seems to be virtually unlimiLl'd. In fine. this study places a great emphasis on the new approaches t() the environment we inhabit. which I hope will contribute to generating a greater number of creative possibililil:s for environmental design.