• Journal of the Korean Chemical Society
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• v.50 no.6
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• pp.486-493
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• 2006

study investigated the relationship between conceptual understanding and mapping errors induced in learning chemistry concept with two analogies presented in current science textbooks. Each of the two groups from 7th graders (N=260) in three middle schools studied with one of the analogies, and then a conception test and a mapping test were administered. Analyses of the results indicated that students conceptual understanding has a significant relationship with their understanding about the mapping. The scores of the conception test and the mapping test for the unshared attributes were lower than those for the shared attributes. Five types of mapping errors were also identified: overmapping, mismapping, failure to map, rash mapping, and artificial mapping. Many representative misconceptions were found to be associated with their mapping errors. Educational implications are discussed.

• Journal of the Korean Society of Clothing and Textiles
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• v.26 no.10
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• pp.1455-1466
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• 2002

This research focuses on functionalism in American fashion designs which have become the center of public attention in recent. First, documentary studies about how functionalism, which originated in Europe in the beginning of the 20th century, has been developed throughout the 20th century were preceded Second, content analysis was done for the articles, including the word ‘unction’,‘utility’ and ‘practical’in the New York Times and American Vogue from January 1990 to January 2001. As a result, functionalism in 1990s has been developed in different ways from the mechanical, organic, and mea analogies of functionalism in the beginning of 20th century. It doesn't belong to an analogy but has the fused characteristics of those three analogies. It can be classified into techno functionalism influenced by new technology, pure functionalism related to minimalism, sports casual functionalism for those who are crazy about the speed and sports and enjoy the freedom and comfort, and symbolic functionalism which stresses Zen style. More casual manners of formal wear are distinct elements in functionalist fashion design in 1990s. It leads to strong expressions of sports casual functionalism, which plays a great role in sportswear industry of American fashion design. The American fashion designers who were mentioned often in the articles were Donna Karan, Calvin Klein, Ralph lauren and Tommy Hilfiger. As well as their works have common formative features based on functionalism, each of them shows his/her own strung color. A]1 of these designers make American fashion design, which can be defined as casual wear or sportswear, very popular worldwide based on the developed American functionalism. Functionalism considering practical and conceptional functions will continue in coming century and techno functionalism and sports casual functionalism in future fashion designs wilt be expressed more strongly with new technology and casual trends of life style.

• 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 Educational Research in Mathematics
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• v.24 no.2
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• pp.103-124
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• 2014

The process of analogical reasoning can be conventionally summarized in five steps : Representation, Access, Mapping, Adaptation, Learning. The purpose of this study is to develop more detailed model for reason of analogies considering the distinct characteristics of the mathematical education based on the process of analogical reasoning which is already established. Ultimately, This model is designed to facilitate students to use analogical reasoning more productively. The process of developing model is divided into three steps. The frist step is to draft a hypothetical model by looking into historical example of Leonhard Euler(1707-1783), who was the great mathematician of any age and discovered mathematical knowledge through analogical reasoning. The second step is to modify and complement the model to reflect the characteristics of students' thinking response that proves and links analogically between the law of cosines and the Pythagorean theorem. The third and final step is to draw pedagogical implications from the analysis of the result of an experiment.

• Journal of Educational Research in Mathematics
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• v.19 no.1
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• pp.45-61
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• 2009

The powerful role of analogical reasoning in discovering mathematics is well substantiated in the history of mathematics. Mathematically gifted students, thus, are encouraged to learn via in-depth exploration on their own based on analogical reasoning. In this study, 57 gifted students (31in the 7th and 26 8th grade) were asked to formulate or clarify analogy. Students produced fruitful constructs led by analogical reasoning. Participants in this study appeared to experience the deep thinking that is necessary to solve problems made with analogies, a process equivalent to the one that mathematicians undertake. The subjects had to reflect on prior knowledge and develop new concepts such as an orthogonal projection and a point of intersection of perpendicular lines based on analogical reasoning. All subjects were found adept at making meaningful analogues of a triangle since they all made use of meta-cognition when searching relations for analogies. In the future, methodologies including the development of tasks and teaching settings, measures to evaluate the depth of mathematic exploration through analogy, and research on how to promote education related to analogy for gifted students will enhance gifted student mathematics education.

• Journal of The Korean Association For Science Education
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• v.28 no.4
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• pp.340-349
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• 2008

This study investigated the mapping errors induced in learning the concept of reaction rate with analogies, and compared these mapping errors by the analogy presentation types. Tenth graders (N=418) at a high school were assigned to the four groups by the target concepts and the analogy presentation types. The target concepts were 'concentration and reaction rate' and 'temperature and reaction rate'. In presenting analogy, the verbal and the verbal/pictorial analogs were used. After the students learned one of the analogs, a mapping test was administered. From the analysis, eight types of mapping errors were identified: overmapping, artificial mapping, failure to map, rash mapping, mismapping, mapping of a superficial feature, retention of a base feature, and impossible mapping. According to the analogy presentation types and the features of the target concepts, there were some differences in the frequencies of mapping errors. Educational implications of these findings are discussed.

• Journal of Korean Elementary Science Education
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• v.28 no.4
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• pp.507-518
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• 2009

The purpose of this study was to determine the effects of verbal analogy activities on science achievement and science attitude of elementary students. Students consolidated lessons by making short sentences with core words that a teacher gave for scaffolding instruction. Many researches about analogies have been conducted in science education. However, most of them considered analogy as learning tools, whereas this research considers analogy as a cognitive process. To see the effects of verbal analogy activities, two groups were selected from 6th grade elementary school students; one was an experimental group working with the student-generated verbal analogy and the other was a control group with teacher-centered and textbook-centered activities. Science achievement, scientific attitudes, attitudes toward science and retention were tested after the treated lessons.

• Proceedings of the KIPE Conference
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• 2011.07a
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• pp.212-213
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• 2011

2003년에 처음 Z-소스 인버터가 소개된 후 이와 관련된 많은 연구결과물들이 현재 학계에 소개 되고 있다. 본 논문은 최근 산업계에서 이슈화 되고 있는 Z-소스 인버터와 최근 개발 된 몇 가지 Z-소스 인버터들을 소개하고 이러한 Z-소스 인버터들이 기존의 부스트 DC-DC 컨버터들과 많은 회로적인 유사성을 가지고 있음을 소개한다. 이를 통해 Z-소스 인버터의 동작원리를 좀 더 자세히 이해하고 전력전자를 공부하는 신진 연구자들에게 새로운 Z-소스 인버터를 개발할 수 있는 기회를 제공하고자 한다.

• Korean Management Science Review
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• v.23 no.3
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• pp.41-61
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• 2006

This study is to propose a sales forecasting framework for new products in the prelaunch phase where no saies data are available. For the purpose we first develop an extended Bass model with the dynamic market potential and then propose an estimation method based on the market survey and scenario methodology. The proposed parameter estimation method is different from previous studies in that most of them have only Proposed the management judgments or analogies. We also apply the proposed model to satellite DMB market in Korea to verify the model.

• Journal of the Korean Society of Combustion
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• v.8 no.1
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• pp.46-56
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• 2003

The present paper is concerned with the development of the computational biology in the past half century and its relationship with combustion. The modem computational biology is considered to be initiated by the work of Alan Turing on the morphogenesis in 1952. This paper first touches the life and scientific achievement of Alan Turing and his theory on the morphogenesis based on the reactive-diffusive instability, called the Turing instability. The theory of Turing instability was later extended to the nonlinear realm of the reactive-diffusive systems, which is discussed in the framework of the excitable media by using the Oregonator model. Then, combustion analogies of the Turing instability and excitable media are discussed for the cellular instability, pattern forming combustion phenomena and flame edge. Finally, the recent efforts on numerical simulations of biological systems, employing the detailed bio-chemical knietic mechanism is discussed along with the possibility of applying the numerical combustion techniques to the computational cell biology.