• Korean Institute of Interior Design Journal
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• v.15 no.5 s.58
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• pp.77-84
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• 2006

The purpose of this study is to understand interrelation between design thinking system and creativity, and to analyze designer how to develop personal conception and attitude in interior design through the method of analogy for signification. The process of this study is illustrated as follows: 1. Introduction of general theories about analogical grammar and signification of analogy. 2. Investigating possibility of analogy as creative thinking method in interior design for meaning development. 3. Establishment of design process model for analogical design based on the case study through the design field. That is, concept and process of analogical design is shown objectively by application in collective residential design as commercial product strategy. Through this process, this study presents possibility of giving meaning in interior space through consilience between source and target of analogy. Finally, it examines analogical method is major strategy for ideation and mechanism for meaning development in interior design.

• Journal of the Korean Chemical Society
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• v.52 no.4
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• pp.412-422
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• 2008

• Journal of Digital Convergence
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• v.7 no.3
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• pp.137-146
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• 2009

This paper aims to propose a framework of content creating group with creativity under new convergence environments. The framework is built based on content concept hierarchy(deep/surface) relating with the creativity of group members. The diversity of group members(potential creativity) decrease and change into creative abilities in one unified view at each content concept hierarchy in time. To do this, three methods of building a creative group(interaction-base, direction-base, hybrid) are proposed. Cooperating processes and operators are designed to promote creative abilities in the content producing group. These cooperations are considering new media convergence industry's job road map(IPTV) and fundamental content attributes(semantic, narrative, discourse). In the framework, creative content is produced with the help of member's cultural openness, media richness and synchronicity, hierachical adaptability on dissimilarity. Deep level creativity of cognitive semiotics on moving image content is composed of psychological, transformational, situational creating abilities in the structure of group members. Designing analogy, metaphor, symbol operators help members to traverse deep structure of content concept hierarchy. Our framework has strong points to relate fundamental content deep structure with structure of content producing group and to induce creativity on cognitive structure of human being.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.1063-1074
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• 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
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• v.55 no.3
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• pp.509-518
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• 2011

In this study, we investigated the effects of analogy-generating in small group in elementary science-gifted education upon the types and the mapping errors of student-generated analogies, and the perceptions of the instruction. Fifth graders (N=37) at two science-gifted classes in two elementary schools were selected and assigned to individualistic analogygenerating (IA, n=19) and pair analogy-generating (PA, n=18) groups. After the students of each group performed the experiment and were taught about 'saturated solution' concept in the first class, they administered the test on the self-generating analogies on the concept in the second class. The students in the PA group also administered the test on perceptions of analogy-generating in small group and some of them were interviewed deeply. The results revealed that the students in the PA group made more verbal/pictorial, structural/functional, enriched, and higher systematic analogies than those in the IA group. However, there were little difference between the two groups in the subcategories of artificiality (artificial and everyday) and abstraction (abstract and concrete). The students in the PA group fewer mapping errors than those in the IA group. Many students in PA group perceived the analogy-generating in small group positively upon various cognitive and motivational aspects. However, they also pointed a few disadvantages of the activity. Educational implications of these findings are discussed.

• Journal of the Korean Chemical Society
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• v.54 no.2
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• pp.248-256
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• 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 Educational Research in Mathematics
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• v.22 no.1
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• pp.101-115
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• 2012

Analogy, a plausible reasoning on the basis of similarity, is one of the thinking strategy for concept formation, problem solving, and new discovery in many disciplines. Statistics educators argue that analogy can be used as an useful thinking strategy in statistics as well. This study investigated the characteristics of students' analogical thinking in statistics. The mathematically gifted were asked to construct similar problems to a base problem which is a statistical problem having a statistical context. From the analysis of the problems, students' new problems were classified into five types on the basis of the preservation of the statistical context and that of the basic structure of the base problem. From the result, researchers provide some implications. In statistics, the problems, which failed to preserve the statistical context of base problem, have no meaning in statistics. However, the problems which preserved the statistical context can give possibilities for reconceptualization of the statistical concept even though the basic structure of the problem were changed.

• Korean Institute of Interior Design Journal
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• no.39
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• pp.28-36
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• 2003

The yardstick of value has transformed into personal and sensitive one after it went through an Industrial society. The space in the society of sensitivity is defined by a semiotic character rather than as a physical object aimed at satisfying basic desire. Through this character, space makes a meaning and comes to exist an exchanging productive place. Environmental transformation is demanding further ample sensitive expression. In connection with the above, this thesis aims to identify the characteristics of sensitive and human-centered approach and systematize the analogy analysis which is applied to the interior space, classified by elements by introducing the concept of analogic inference in the field of rhetoric and through a diverse genres. As an approach, this thesis is entitled the analogic inference of the field of rhetoric to various art genres, and as a analogic interpretation genre, this thesis Is subdivided it into the fields of literature, image, fashion, flower art, and visual design, and study the analysis of analogic inference as a means of materializing storied space through the connection literature with design.

• Journal of The Korean Association For Science Education
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• v.38 no.1
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• pp.43-55
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• 2018

In this study, we investigated high school students' analogy generating processes using the think-aloud method. Twelve high school students in Seoul participated in this study. The students were asked to generate analogies on ionic bonding and were also interviewed after their activities. Their activities and interviews were recorded and videotaped. After classifying the analogy generating processes into the three stages-encoding, exploring sources, and mapping, several process components were identified. The analyses of the results indicated that they checked the target concept given and selected one for a salient attribute among many attributes of the target concept at the stage of encoding. After selecting the salient attribute, they translated the salient attribute that is a scientific term into an everyday term, which is named as 'extracting salient similarities.' At the stage of exploring sources, they chose the sources based on salient similarities and chose the final source through circular processes, which included the process components of 'evaluating the sources' and 'discarding the sources.' At the final stage, they added the attributes to analogs and mapping them to the attributes of the target concept, which is named as 'mapping shared attributes.' There were some cases that 'mapping shared attributes' appeared after they specified the situation of analogs or assumed new situation, which is named as 'specifying the situations.' Some students recognized unshared attributes in their analogs.

• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.402-414
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• 2012

This study investigated the effects of the instructions using analogies in learning the concept of saturated solution by the analogy presentation types and the verbal learning styles upon the mapping understanding, the mapping errors, and the perceptions of the instruction. Fifth graders (N=123) at an elementary school were selected and assigned to VA (n=63) and VPA (n=60) groups. As a pretest, a test on the verbal learning style was administered. The students in the VA group learned the target concept with a verbal analogy, while those in the VPA group learned it with a verbal/pictorial analogy. After the students learned it, a mapping understanding test was administered. The students in the VPA group also administered the test on the perceptions of the instruction and some of them were interviewed in depth. The results revealed that the scores of the students with strong verbal learning preference in the VPA group were significantly lower than those in the VA group in the mapping understanding test. However, the scores of the students with weak verbal learning preference were not significantly different between the two groups. Five types of mapping errors were identified: failure to map, mismapping, rash mapping, impossible mapping, and mapping of a surficial feature. According to students' verbal learning styles, there were some differences in the frequencies of mapping errors in the two groups. Many students in the VPA group, regardless of their verbal learning styles, had positive perceptions of the instruction in various cognitive and motivational aspects. However, some of them also pointed out a few difficulties of the instruction. Educational implications of these findings are discussed.