• School Mathematics
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• v.4 no.4
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• pp.581-599
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• 2002

This study investigated the factorization concept development level of 3rd grades in middle school, the success of factorization problem solving, and the completion of factorization analogy tasks and science concepts analogy tasks. This study's results are followings. 1. Based on Sfard' reification levels, we classified students' factorization concept development levels from level 0 to level 3. As the students' development level was high, they tended to succeed the factorization problems gradually. 2. Experiencing factorization tasks which made students arrange factorization expressions hating same characterization, students ' factorization problem solving was improved. And, as the students' development level was high, they tended to attend to internal structural relations in factorization analogy tasks. 3. Analogy in factorization wasn't interrelated with analogy in science concepts. It said that analogy depended on the knowledges with it.

• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.1044-1059
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• 2010

In this study, we investigated the influences of the method of using analogy on concept understanding, mapping understanding, and mapping error by analogical reasoning ability level. We also investigated students' perception of a role-playing analogy activity. Seventh graders (N=152) at a middle school were assigned to the comparison and the experimental groups. The students of the experimental group were taught about 'the relation between pressure and volume of gas' with experience-based role-playing analogy, while those of the comparison group were taught with explanation-centered analogy. Analyses of the results revealed that the instruction using roleplaying analogy was more effective in concept understanding and retention of mapping understanding than explanation-centered analogy instruction, regardless of analogical reasoning ability level. It was also found that the students of the experimental group had fewer mapping errors than those of the comparison group. However, there was little difference in t pes of mapping errors by the method of using analogy. The students of the experimental group answered that they did not have difficulties in performing the role-playing analogy activity and they actively engaged in the activity. They perceived that the role-playing analogy activity was interesting. Educational implication of these findings are discussed.

• Journal of Korean Elementary Science Education
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• v.37 no.2
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• pp.161-172
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• 2018

This study investigated the changes in representation on analogies that elementary science-gifted students generated by using Algodoo program to explain the electric current. After the students were taught about the 'components in circuit and their function' and 'electric current' with teacher centered analogy and PhET program for 4 class hours, they generated analogies to the electric circuit. Then they compared the similarity between generated analogy and target concept and matched it to the target concept. The result revealed that the battery, light bulb, and electric wire were changed according to the change of representations on free electrons. And they generated more proper analogies reflected the target concept when represented the free electrons by the circular particles than the water. From these results, we can say that generating analogy using Algodoo program is the effective education activity to help students understand abstract concept by visualizing it more easily and simply.

• Communications of Mathematical Education
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• v.20 no.1 s.25
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• pp.9-18
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• 2006

In this paper we study on concept analogy of altitude and escribed circle of triangle. We start from following theorems related with sides of triangle: existence of triangle, Pythagoras theorem, cosine theorem, Heron formula. Using concept analogy of sides-altitudes, altitudes-escribed circle's radii we discover some properties of altitude and escribed circle's radii and prove these properties.

• Nuclear Engineering and Technology
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• v.38 no.3
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• pp.251-258
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• 2006

This study presents an idea of using analogy concept to the heat transfer studies regarding the HTGR development. Theoretical backgrounds regarding the idea were reviewed. In order to investigate the predictability of a mass transfer system for heat transfer system phenomenology, an electroplating system coupled with a limiting current technique was adopted. Test facilities for laminar forced convection and natural convections under laminar and turbulent conditions were constructed, for which heat transfer correlations are known. The test results showed a close agreement between mass transfer and heat transfer systems, which is an encouraging indication of the validity of the analogy theory and the experimental methodology adopted. This paper shows the potential of the experimental method that validates the little-understood heat transfer phenomena, even in complex geometries such as HTGR.

• Journal of The Korean Association For Science Education
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• v.37 no.6
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• pp.1063-1073
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• 2017

This study analyzed the difficulties elementary school students have in role-playing analogy activities for concept learning of heat transfer. Eleven fifth graders were given an orientation class on role-playing analogy activity, a class for concept learning of heat transfer as presented in a textbook, and then they performed the role-playing analogy activity with concepts of heat transfer. After the classes, researchers investigated the difficulties students encountered through questionnaires and interviews. The following are results of the research: Difficulties that students faced in role-playing analogy activity can be classified into five types. First, students encountered difficulties in expressing the analogy. The students who had difficulties in expressing the analogy focused on expressions outside the science concepts or lacked understanding of the science concepts. They also had difficulties in expressing the analogy because they lacked the expressiveness of analogy or abilities in mapping errors. They had difficulties in expressing the planned role-playing analogy in a narrow space. Second, students also experienced difficulties in performing activities due to lack of understanding on activities or lack of experience. Third, students experienced difficulties in selecting roles because they preferred the specific role or unwanted the specific roles. Fourth, the members of group experienced difficulties in group activities because they did not concentrate on activities, failed to perform roles, or showed attitudes of an onlooker. Fifth, they experienced difficulties in communications due to unilateral communication, conflicts of opinions, and lack of opinions.

• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.471-478
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• 1999

In this study, the relationships among learners' cognitive variables, motivational variables, and conceptual understandings in learning with analogy were investigated. The instruments regarding analogical reasoning ability, field dependence-independence, mental capacity, and logical thinking ability were administered. Some subtests (self-efficacy, expectancy, self-concept of ability, and value) of the Patterns of Adaptive Learning Survey were administered. After students learned with a worksheet that included analogy, a conception test regarding 'stoichiometry that included limiting reagent' was also administered. It was found that learners' conceptual understandings were significantly correlated with the logical thinking ability and the field dependence-independence among the cognitive variables, and the self-efficacy and the self-concept of ability among the motivational variables. The multiple regression analysis of the cognitive variables on conceptual understandings revealed that the logical thinking ability was the most significant predictor. The field dependence-independence also had predictive power. In the analysis of the motivational variables, the self concept of ability was the only significant predictor.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.898-909
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• 2009

In this study, we investigated the influences of the role-playing analogy in chemistry concept learning on mapping understanding and mapping errors by analogical reasoning ability level. Seventh-graders (N=151) at a middle school were assigned to the comparison group and the experimental group. The students of the experimental group were taught with the 'running in the circle' role-playing analogy. After the students were taught about 'the relation between volume and pressure of gas', the test of mapping understanding in the next class and the retention test four weeks later were administered. The students with typical mapping errors were also interviewed to investigate their mapping processes. The results revealed that the role-playing analogy in chemistry concept learning improved mapping understanding and its retention regardless of analogical reasoning ability level. It was also found that the students in the experimental group had fewer mapping errors than those in the comparison group. However, there were similar patterns of mapping errors in both groups, and there were no significant differences in the frequencies of each type of mapping errors by analogical reasoning ability level. Educational implication of these findings are discussed.

• Journal of Korean Elementary Science Education
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• v.34 no.4
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• pp.419-433
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• 2015

Analogical reasoning is a central component of human cognition and contributes to scientific discovery and to develop science education. In this study, we investigated the process features of lower elementary school students' analogical reasoning to explain mixture concept. The subjects are 24 lower elementary students. And the research design includes three phases instruction to investigate the features of students' self generated analogy. Phase 1 is the introduction of analogy in which student learn to use analogy. Phase 2 is a POE class about mixture conception. Piaget and Inhelder studied the conception of mixing among children in relation to cognitive development. In phase 2, we taught the student with Piaget and Inhelder's the experiment and observed the features of learning process about mixture conception. Phase 3 is students' generation of analogy (self generated analogy) for the experienced phenomena in phase 2. We analyzed the students' responses through the three phases in the view of Gentner's Structure Mapping Theory. The results showed that many lower elementary school students even before formal operation stage understood the mixture conception and made well their self generated analogy to explain the mixture conception in spite of the difficulty of making self generated analogy.

• Journal of Educational Research in Mathematics
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• v.20 no.1
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• pp.57-71
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• 2010

Similarity between concept and concept, principle and principle, theory and theory is known as a strong motivation to mathematical knowledge construction. Metaphor and analogy are reasoning skills based on similarity. These two reasoning skills have been introduced as useful not only for mathematicians but also for students to make meaningful conjectures, by which mathematical knowledge is constructed. However, there has been lack of researches connecting the two reasoning skills. In particular, no research focused on the interplay between the two in didactic transposition. This study investigated the process of knowledge construction by metaphor and analogy and their roles in didactic transposition. In conclusion, three kinds of models using metaphor and analogy in didactic transposition were elaborated.