• Journal of Korean Philosophical Society
• /
• v.144
• /
• pp.339-369
• /
• 2017

Mengzi's biological analogies of man's moral tendency need to be analyzed in order to understand his ethical perspective because he uses lots of analogies to advocate his own moral naturalism. The biological analogies he uses are composed of human body, plant's seeds and sprouts. First, Mengzi thinks that human beings have inborn moral nature as if our bodies are given and plants can be grown from their seeds. His ethical approach to define morality in terms of natural properties such as the Four Sprouts(四端) causes a philosophical debate with Gaozi who thinks that morality cannot be described by natural property. Second, we have a moral preference as if we have a physical desire. This kind of moral sentimentalism emphasizing the preference is continued to Jeong Yakyong's ethical theory that nature is a preference(性嗜好說). Third, if we examine our preference and desire, then we can find that the moral preference is more valuable than the physical desire. Fourth, the biological analogies accepts monism that mind and body are composed of material force(氣). For this reason, the innate moral tendency is manifested on body such as a facial expression, a visceral reaction, and affect. Finally, Mengzi's theory of Four Sprouts causes two different interpretation. One is Zhuxi's interpretation that Duan端 is the visible end(緖) of a thread out of pack, the other is Jeong Yakyong's interpretation that Duan端 is a starting point(始) to cultivate virtues. While Zhuxi considers the Four Sprouts as a clue to find virtues in one's mind, Jeong Yakyong believes that we can cultivate our virtues by preserving the Four Sprouts.

• Journal of The Korean Association For Science Education
• /
• v.28 no.5
• /
• pp.424-437
• /
• 2008

In this study, we collected teachers' opinions with regard to the effects of the instruction using analogy generation, the disadvantages of the instruction, the problem-solving methods of the instruction, and the teacher's role in it, and accordingly tried to investigate its effectiveness with the analysis of students' academic achievements and motivation, and through the student's interview, after applying the activities of creating generated analogies, finding the difference between the objects and comparisons, and presenting new-known genetics concepts as the students themselves generated analogies. As a result of a teachers' workshop on instruction using analogy development, it was expected to have a positive effect on students' understanding of scientific concepts in genetics, which were found to be difficult for students to understand in learning biology. Students found analogy examples for concepts in genetics in daily life, compared their analogs to those of peers, and examined inconsistencies between targets and analogs through the process of discussion, which finally led to their correct perception of scientific concepts in genetics. In addition, instruction using student-generated analogies proved to have a more positive effect on improving academic achievement and motivating learning, compared with traditional expository instruction.

• Journal of The Korean Association For Science Education
• /
• v.35 no.6
• /
• pp.1063-1074
• /
• 2015

In this study, we developed an analogy-generating strategy and applied this to a 7th grade science-gifted class. The types of analogies they generated, verbal interactions and analogy-generating patterns, and perceptions of five groups on the analogy-generating strategy were examined. The analyses of the results revealed that there was a higher proportion of the elaborated analogies in terms of quality generated by science-gifted students individually in the analogy-generating strategy than in general analogy-generating activity. After having small group activities, most small groups generated the elaborated analogies. The frequencies and percentages of verbal interactions of each sub-stage were found to be slightly different. Analogy-generating patterns in small groups were categorized into three types; selecting in-depth source, selecting inclusive source, and selecting surficial source. The elaborating patterns of mapping between a target concept and analogies were different among the types. Science-gifted students positively perceived in terms of its values and attitudes toward the analogy-generating strategy, and they responded that the analogy-generating strategy was helpful in generating more elaborated analogies and fostering creative thinking. Therefore the analogy-generating strategy is expected to generate positive impact on the creativity of science-gifted students.

• Journal of the Korean Chemical Society
• /
• v.54 no.2
• /
• pp.248-256
• /
• 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
• /
• v.27 no.3
• /
• pp.212-224
• /
• 2007

Metabolism is one of the pivotal biology concepts, but many students have difficulty understanding it. The purposes of this study were (1) to explore 8th graders' conceptual change of an enzyme after classes of experimenting enzyme reaction and interpreting data using systematic analogies, (2) to discover the role of systematic analogies to enhance students' understanding, and (3) to explain students' difficulty understanding concepts as the ontological features. Systematic analogies were designed to encourage students to interpret their lab activities on enzyme reaction rates. Data were collected by using the pre-test and the post-test of open-ended form, students' worksheets, and interviews with students. After classes, the number of students to engender scientific conceptions about the function of enzyme, its structure, and its mechanism has increased. But more students failed to understand the reaction mechanisms having ontological features of equilibration processes than to understand the function of enzyme having ontological features of event-like processes. Even though the concepts of enzymes are hard to grasp owing to their ontological attributes of equilibration processes, a part of students' conceptions successfully progressed from the idea belonging to event-like processes to one belonging to equilibration processes. And systematic analogies were found to contribute in enhancing students' conceptual change of the enzyme reaction.

• Journal of the Korea Institute of Military Science and Technology
• /
• v.12 no.5
• /
• pp.667-675
• /
• 2009

Faults can be generated at electric power systems by variety of both certain and uncertain reasons, which may cause harmful effects on electrical apparatuses under operation and stability of electric power system operations, and may also lead to great confusions and inconveniences to individual livings, public works, industrial activities, services, military affairs, etc.. In some cases, intentional inductions of faults are committed for specific purposes, and it is necessary to understand the procedures of fault by some foreign materials. In this paper, compositions and operations of electric power systems, summaries of electrical fault phenomena and fault protection, and restrictions to power system operation were outlined. And the analogies on the procedure of faults from former papers were introduced, and test results that revealed the validity of those analogies were also introduced.

• Journal of Korean Elementary Science Education
• /
• v.27 no.1
• /
• pp.42-48
• /
• 2008

The purpose of this study was to develop an instrument for assessing teachers' awareness of science teaching through analogy (ASTA) and to establish its validity and reliability. Based on the literatures on science teaching with analogies, we constructed 23 survey items. Face validity of the items was established using three science education experts. Through exploratory factor analysis with responses of 35 pre- and 26 inservice elementary school teachers, the instruments were constructed on four subcategories: awareness of analogies in science, use of analogy in teaching and learning, self-efficacy in science knowledge, and knowledge of analogy. The data collected from pre- and in-service elementary teachers demonstrated that overall the teachers' awareness of analogy in science was neutral, which indicated they did not have clear standpoints of science teaching through analogy. Further examination demonstrated that there was no significant difference between pre- and in-service teachers and between two genders. Moreover, there was no significant difference among teachers who preferred either didactic or discovery teaching approaches. We conclude that ASTA test would contribute assessment of teachers' awareness of analogy in science teaching while further examination of the instrument will warrant for its broader use.

• Journal of the Korean Society of Costume
• /
• v.52 no.6
• /
• pp.85-102
• /
• 2002

The research has the aim of defining the special characteristics of the functionalist fashion design in the 20th century by understanding the essence of functionalism in the sociocultural contexts and studying functionalism in fashion design and architectural and product design by the comparative. Giving careful consideration to functionalist fashion design in the 20th century makes it possible to foresee the way of fashion design to meet the needs of the moderns and men of the future world. To obtain the purposes, documentary study and comparative study have been executed. Main results are as follows. Functionalism stressed in the beginning of the 20th century can be defined and categorized using three analogies, mechanical analogy of futuristic quality based on mechanical aesthetics and standardization by mass production, organic analogy in which the perfect beauty of nature is stressed on, moral analogy of fitness for purpose and absence of ornament based on integrity and sincerity. In while, functionalism in 1990s has been developed in different ways from those analogies. In comparative studies, functionalist fashion design and architectural and product design have the dissimilarity as well as the similarity of formative features. Since fashion design has much closer relation to human body and movements. it has been expressed considering a division of men and women and the places and times for the designs more than other designs.

• Journal of The Korean Association For Science Education
• /
• v.21 no.1
• /
• pp.114-121
• /
• 2001

This study investigated the effect of presenting modes of multiple analogies on middle school students' understanding of science concepts. A total of 122 7th-graders was randomly assigned to one of 4 groups. After reading one of 4 analogy-learning materials in different analogy presenting modes (the number of analogs, the number of mappings between analog and target, and the comparison of similarity between analogs). the students took a conception test. The results indicated that using analogs and mappings twice were not significant factors in recalling and applying science concepts. However, the comparison of similarity between analogs was found to be a significant factor in applying science concepts. Educational implications are discussed.

• Journal of The Korean Association For Science Education
• /
• v.24 no.1
• /
• pp.129-145
• /
• 2004

Since science was first taught in schools, maybe during the 18th century, school science education has experienced many substantial changes in its goals and nature over the period. The historical changes are usually referred to by some key terms, like, mechanics' institutes, object lessons, heuristics, general science, inquiry, STS, misconceptions. To characterize these changes, science educators frequently use some slogan-like analogies, referring to parts of the human body to indicate the movement of science education during a particular period of time: for example, 'Hands-On' for inquiry movement during 1960s-70s, 'Minds-On' for constructivist movement during 1980s-90s. In this paper, we briefly summarize the overall historical development of science education in Britain, then further expand the analogies to cover the overall process, that is, Ears-On ${\to}$ Eyes-On ${\to}$ Hands-On ${\to}$ Minds-On. To illustrate future directions of the 21st century, we propose a new analogy, 'Hearts-On', and also discuss the meanings and implications of a 'Hearts-On' analogy by illustrating how this new paradigm can be applied to reflect various current trends of science education, particularly in Korea. In addition, a parallel historical change between school science and science museums & centres is discussed.