• Educational Technology International
• /
• v.9 no.1
• /
• pp.79-96
• /
• 2008

The issue of connection between entities has a lengthy history in educational research, especially since it provides the necessary bridge between base and target in analogical transfer. Recently, the connection has been viewed through the application of technology to bridge between sequences in order to be cognitively useful. This study reports the effect of sequence type (AT vs. TA) and connection type (fading vs. popping) on the achievement and analogical transfer in a multimedia application. In the current research, 10th -grade and 11th -grade biology students in Korea were randomly assigned to five groups to test the effects of presentation sequence and entity connection type on analogical transfer. Consistent with previous studies, sequence type has a significant effect: analogical transfer performance was better when base representations were presented first followed by target representations rather than the reverse order. This is probably because presenting a familiar base first helps in understanding a less familiar target. However, no fully significant differences were found with the entity connection types (fading vs. popping) in analogical transfer. According to the Markman and Gentner's (2005) spatial model, analogy in a space is influenced only by the differences between concepts, not by distance in space. Thus connection types fail on the basis of this spatial model in analogical transfer test. The findings and their implications for sequence and connection research and practice are discussed. Leveraging on the analogical learning process, specific implications for scaffolding learning processes and the development of adaptive expertise are drawn.

• The Mathematical Education
• /
• v.42 no.3
• /
• pp.353-368
• /
• 2003

Analogy, based on a similarity, is to infer the properties of the similar object from properties of an object. It can be a very useful thinking tool for learning mathematical patterns and laws, noticing on relational properties among various situations. The purpose of this study, when manipulating hint condition, figure and table conditions and the amount of original learning by using algebra word problems, is to verify the effects of analogical transfer in solving equivalent, isomorphic and similar problems according to the similarity of source problems and target ones. Five study questions were set up for the above purpose. It was 354 first grade students of S and G middle schools in Seoul that were experimented for this study. The data was processed by MANOVA analysis of statistical program, SPSS 10.0. The results of this studies would indicate that most of the students would be poor at solving isomorphic and similar problems in the performance of analogical transfer according to the similarity of source and target problems. Hints, figure and table conditions did not facilitate the analogical transfer. Merely, on the condition that amount of teaming was increased, analogical transfer of the students was facilitated. Therefore, it is necessary to have students do much more analogical problem-solving experience to improve their analogical reasoning ability through the instruction program development in the educational fields.

• Journal of the Korean Geographical Society
• /
• v.46 no.4
• /
• pp.534-553
• /
• 2011

Analogical thinking is a problem-solving strategy to use a familiar problem (or base analog) to solve a novel problem of the same type (the target problem). The purpose of this study is to provide new insight into geography teaching and learning by connecting cognitive science research on analogical thinking with issues of geography education and suggest that teaching with analogies can be a productive instructional strategy for geography. In this study, using the various examples of analogical thinking used in geography we defined analogical thinking, addressed the theoretical models on analogical transfer, and discussed conditions that make an effective analogical transfer. The major research findings include the following: a) the spatial analogy, indicating skills to find places that may be far apart but have similar locations, and therefore have other similar conditions and/or connections, can provide a useful way to design contents for place learning; b) representational transfer, specifying a common representation for two problems, can play a key role in solving geographic problems requiring data visualization and spatialization processes; and c) either asking learners to compare/analyze similar examples sharing common structure or providing them examples bridging the gap between concrete, real-life phenomena and the ideas and models can contribute to learning in geographic concepts and skills. The spatial analogy requiring both geographic content knowledge and visual/spatial thinking has the potential to become a content-specific problem-solving strategy. We ended with recommendations for future research on analogy that is important in geography education.

• Journal of the Korean School Mathematics Society
• /
• v.15 no.3
• /
• pp.535-563
• /
• 2012

This study was conducted to confirm the necessity of analogical thinking and to empirically verify the effectiveness of analogical reasoning through the visual representation by analyzing the factors of problem solving depending on analogical conditions. Four conditions (a visual representation mapping condition, a conceptual mapping condition, a retrieval hint condition and no hint condition) were set up for the above purpose and 80 twelfth-grade students from C high-School in Cheong-Ju, Chung-Buk participated in the present study as subjects. They solved the same mathematical problem about sequence of complex numbers in their differed process requirements for analogical transfer. The problem solving rates for each condition were analyzed by Chi-square analysis using SPSS 12.0 program. The results of this study indicate that retrieval of base knowledge is restricted when participants do not use analogy intentionally in problem solving and the mapping of the base and target concepts through the visual representation would be closely related to successful analogical transfer. As the results of this study offer, analogical thinking is necessary while solving mathematical problems and it supports empirically the conclusion that recognition of the relational similarity between base and target concepts by the aid of visual representation is closely associated with successful problem solving.

• Journal of The Korean Association For Science Education
• /
• v.16 no.4
• /
• pp.470-476
• /
• 1996

The purpose of this study was to investigate how sample story problems should be presented to students to promote their transfer of a comprehensive solution principle to a story problem in a different domain. The variables of interest were example-problem condition, principle learning condition, and recall condition. One hundred and ninety six university students were asked to solve analogical story problems. Contrary to expectations, there were no significant differences between the one-solved-and-one -unsolved problem format and the two-solved-problem format. Also, subjects who were asked to derive a general solution principle did not received higher scores than subjects who were provided with one and subjects who were in the control group. However, the time interval between analog learning and transfer had effect on the subjects' solution of the target problem.

• Education of Primary School Mathematics
• /
• v.15 no.2
• /
• pp.59-75
• /
• 2012

This study aims to find whether the solutions for well-structured problems learned in school can be transferred to the moderately-structured problem and ill-structured problem. For these purpose, research questions were set up as follows: First, what are the patterns of changes in strategies used in solving the mathematics problems with different level of structuredness? Second, From the group using and not using proportion algorithm strategy in solving moderately-structured problem and ill-structured problem, what features were observed when they were solving that problems? Followings are the findings from this study. First, for the lower level of structuredness, the frequency of using multiplicative strategy was increased and frequency of proportion algorithm strategy use was decreased. Second, the students who used multiplicative strategies and proportion algorithm strategies to solve structured and ill-structured problems exhibited qualitative differences in the degree of understanding concept of ratio and proportion. This study has an important meaning in that it provided new direction for transfer and analogical problem solving study in mathematics education.

• The Mathematical Education
• /
• v.52 no.4
• /
• pp.497-516
• /
• 2013

Inspite of many strengthens of storytelling mathematics education, some problems are expected: when math is taught in concrete contexts, students may have trouble to extract concepts, to transfer to noble and abstract contexts, and they may experience inert knowledge problem. Low achieving students are particularly prone to these issues. To solve these problems some suggestions are made by the author. These are analogous encoding and progressive formalism. Using analogous encoding method students can construct concepts and schema more easily and transfer knowledge which shares structural similarity. Progressive formalism is an effective way of introducing concepts progressively moving from concrete contexts to abstract context.

• Education of Primary School Mathematics
• /
• v.17 no.1
• /
• pp.1-16
• /
• 2014

The purpose of this study is to analyze whether analogy distance and mathematical knowledge affect on transfer problems solving with different analogy distance. To conduct the study, transfer problems were classified into multiple categories: mathematical word problem based on rates, science word problem based on rates, and real-life problem based on rates with different analogy distance. Then analysed there are differences in participants' transfer ability and which mathematical knowledge contributes to the solution on over the three transfer problem. The study demonstrated a statistical significant difference(.05) in participants' three transfer problem solving and a gradual decrease of the participants' success rates of on transfer problems solving. Moreover, conceptual knowledge influenced transfer problem solving more than factual knowledge about rates. The study has an important implications in that it provided new direction for study about transfer of learning, and also show a good mathematics instruction on where teachers will put the focus in mathematical lesson to foster elementary students' transfer ability.

• International Commerce and Information Review
• /
• v.5 no.2
• /
• pp.19-45
• /
• 2003

The main issues addressed in this paper are as follows : First, this paper makes a distinction among types of e-money, IC card type versus Network type, open-loop type versus closed-loop type, online type versus offline type and accountable type versus unaccountable type, and analysis the clear and accurate criterion. Second, generally speaking, e-money is a claim on originator of e-money and not legal tender, so, delivery of e-money by itself does not relieve of monetary obligation. Between it is not easy to define e-money, by now there are many definitions of e-money, there is a legal uncertainty accordingly and then it is not easy to find proper law applicable to resolve a particular issue. As a result. many problems relating to e-money would be solved through analogical application of the moot proper law among the laws that apply to the cash, check, credit card, or fund transfer after analyzing type of e-money at issue. This paper studies the methods on diffusion of the utilization of electronic money. To diffuse the usage of electronic money, it need; prerequisitely as a basic conditions independence of electronic money, non-reusability, and anonymity. And also as a additional conditions it need; usability in the offline commerce, transferability, divisibility. And now electronic money is used very actively, but still has many Jaw problems such as protections of consumer, law enforcement, supervisory, etc. So electronic money has called as money, but it is sure that electronic money is not a legal tender. So to facilitate the economic function of the electronic monel it is need to supplement the electronic money in the legal sides.