• Journal of Korean Elementary Science Education
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• v.29 no.4
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• pp.496-504
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• 2010

In this study, we analyzed request methods and demanding levels of drawing activities in teacher's guide and supplementary book (experimental observation). Student's drawing results were also compared to teacher's guide and supplementary books demanding. As a result, drawing activities of supplementary book were reached to 42.8% of all activities. Activity types were divided to writing, drawing, writing and drawing and writing or drawing activities. Writing and drawing activity type was 44.4%, and drawing activity was 37.8%. The level of teacher's guide were higher than normal needs. But answer examples and learning levels of teacher's guide were appropriate for curriculum levels. The students drawing activities were matched to requirements of the teacher's guide to 72.3% in grade 3 level and 64.5% in 4th grade level. In order to improve effectively learning, statement of supplementary book and teacher's guide should write more concrete words and creative sentences.

• Korean Journal of Child Education & Care
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• v.17 no.3
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• pp.1-28
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• 2017

The objective of this study was to examine the effect of storytelling-used drawing activities on young children's creativity and linguistic expressiveness, thus working out basic data to help young children's development of creativity and linguistic expressiveness. Study subjects were 20 4-year old children at D Child-care Center in Anyang City, Gyeonggi-do. The experiment group conducted storytelling-used drawing activities, whereas the control group carried out drawing activities after viewing famous paintings and hearing fairy tales. Study findings are as follows: First, young children in the experiment group who carried out storytelling-used drawing activities presented significantly higher improvement in creativity than children in the control group did. Regarding the sub-variables of creativity, the score of the experiment group was higher in sensitivity, originality and flexibility than that of the control group, and the difference was statistically significant. Second, young children in the experiment group who carried out storytelling-used drawing activities presented significantly higher improvement in linguistic expressiveness than children in the control group did. Regarding the sub-variables of linguistic expressiveness, the score of the experiment group was higher in the area of 'story development after seeing paintings' and 'connected story development after seeing paintings' than that of the control group, and the difference was statistically significant. In conclusion, the significance of this study seems to be in that it verified storytelling-used drawing activities have positive effects on young children's improvement of creativity and linguistic expressiveness, and confirmed storytelling-used drawing activities are an effective technique to improve young children's creativity and linguistic expressiveness.

• Korean Journal of Human Ecology
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• v.17 no.4
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• pp.601-608
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• 2008

The purpose of this study was to examine the effects of science activities using drawing on young children's scientific inquiry competences and scientific attitudes. The subjects of this research were a total of 40 young children at age 5 from two classes in G and C child care center which located in G city. The subjects were randomly assigned to two groups. The collected data were analyzed by t-test using SPSS program. The results of this study were as follow: First, experimental group which conducted the science activities using drawing showed significantly higher improvement in sub-factors of scientific inquiry competences, 'perseverance', 'creative', 'critical', and 'volunteering'. Second, experimental group which conducted the science activities using drawing showed significantly higher improvement in sub-factors of scientific attitudes, 'observing', 'measuring', and 'discussion'. Therefor, it might be concluded that science activities using drawing contributed to the development of scientific inquiry competences and scientific attitudes of young children.

• School Mathematics
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• v.4 no.1
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• pp.1-13
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• 2002

The purpose of this study is to investigate the reasons and backgrounds of drawing auxiliary lines in the proof of geometry. In most of proofs in geometry, drawing auxiliary lines provide important clues, thus they play a key role in deductive proof. However, many student tend to have difficulties of drawing auxiliary lines because there seems to be no general rule to produce auxiliary lines. To alleviate such difficulties, informal activities need to be encouraged prior to draw auxiliary lines in rigorous deductive proof. Informal activities are considered to be contrasting to deductive proof, but at the same time they are connected to deductive proof because each in formal activity can be mathematically represented. For example, the informal activities such as fliping and superimposing can be mathematically translated into bisecting line and congruence. To elaborate this idea, some examples from the middle school mathematics were chosen to corroborate the relation between informal activities and deductive proof. This attempt could be a stepping stone to the discussion of how to teach auxiliary lines and deductive reasoning.

• Communications of Mathematical Education
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• v.26 no.2
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• pp.177-203
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• 2012

The purpose of this research was to look at whether small group drawing activities can be applied to learning content that combine mathematics and art, by analyzing the changes in $10^{th}$ grade students' interests in mathematics and particular features of their strategic thinking that were reflected in small group drawing activities using graphs and inequations. The results of the study are as follows: 1. The small group drawing activity using graphs and inequations demonstrated that students interests in mathematics could experience positive changes. 2. The small group drawing activity using graphs and inequations was effective in stimulating the students' strategic thinking skills, which are higher level thinking activities necessary for creating problem solving. As the students went through the whole process of accomplishing a complete goal, the students engaged in integrated thinking activities that brought understandings of basic graphs and inequations together, and were also found to use such higher level thinking functions needed in achieving creative problem solving such as critical thinking, flexible thinking, development-oriented thinking, and inferential thinking. 3. The small group drawing activity using graphs and in equations could be expected to constitute learning content that integrate mathematics and art, and is an effective solution in boosting students' strengths in mathematics by way of activities that consider students' unique cognitive and qualitative peculiarities and through integration with art.

• Special Issue of the Society of Naval Architects of Korea
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• 2005.06a
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• pp.127-133
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• 2005

DSME has successfully developed the unified CAD system (DACOS) for the commercial ship based on its design know-how accumulated for several years. Currently, DSME is expanding the unified CAD system to plant and special ship design. In this paper, the development of pipe design, especially, isometric drawing and BOM(Bill of Material) generation will be introduced isometric drawing and BOM generation are major activities of pipe design in shipbuilding. The drawing is used for pipe construction and installation while the BOM is used for purchasing and manufacturing pipe line. These activities are time-consuming and tedious jobs done by designers because the drawing should be generated as a non-scaled symbolized drawing that can be easily understood and the BOM information should be extracted without mistake. Therefore, we implemented automatic isometric drawing and 80M generation system for pipe design. In this paper, the developed system and the used technology will as well be introduced and a design output in a plant project as an applied example will be illustrated.

• Journal of the Korean earth science society
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• v.42 no.1
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• pp.88-101
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• 2021

The purpose of this study was to qualitatively examine the meaning of students' drawings in outdoor classes and modeling-based learning cycles. Ten students were observed in a gifted education center in Seoul. Under the theme of the Hantan River, three outdoor classes and three modeling activities were conducted. Data were collected to document all student activities during field trips and classroom modeling activities using simultaneous video and audio recording and observation notes made by the researcher and students. Please note it is unclear what this citation refers to. If it is the previous sentence it should be placed within that sentence's punctuation. Hatisaru (2020) Ddrawing typess were classified by modifying the representations in a learning context in geological field trips. We used deductive content analysis to describe the drawing characteristics, including students writing. The results suggest that students have symbolic images that consist of geologic concepts, visual images that describe topographical features, and affective images that express students' emotion domains. The characteristics were classified into explanation, generality, elaboration, evidence, coherence, and state-of-mind. The characteristics and drawing types are consecutive in the modeling-based learning cycle and reflect the students' positive attitude and cognitive scientific domain. Drawing is a useful tool for reflecting students' thoughts and opinions in both outdoor class and classroom modeling activities. This study provides implications for emphasizing the importance of drawing activities.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.3
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• pp.1404-1413
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• 2014

The purpose of this study is to figure out the effects of multimedia fairy tale and narrative fairy tale lectures on children's language expression ability and drawing representation ability. To achieve this, this study was conducted from March to April, 2011 with 50 five-year-old children(25 children in the experimental group and 25 children in the comparative group) in K and S kindergartens at D metropolitan city. The results were as follows. First, the score of children's language expression ability was higher in the multimedia fairy tale lecture group than in the narrative fairy-tale lecture group. Second, the score of children's drawing representation ability was higher in the multimedia fairy tale lecture group than in the narrative fairy-tale lecture group. As for findings stated above, educational activities with multimedia were important in early childhood education. Consequently, children can better understand stories through multimedia fairy tales and various language activities, and improve their language expression ability and drawing representation ability through the process of exploring and drawing heroes in fairy tales. However, they have more need of educational activities, which are complementary to the merit of narrative fairy tale, than educational activities for only multimedia fairy tale lecture.

• Journal of architectural history
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• v.21 no.3
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• pp.55-72
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• 2012

There is a temple drawing called Monk Daegwak's Joongchanggundo at Seon-Am Temple of which the time of creation is unknown. This drawing shows the details of Seon-Am Temple and surrounding areas well, which helps to understand the construction of Seon-Am Temple and other small mountain temples. The records on the top also describe the surrounding landscape in the Fengshui aspect, and describes the number of buildings at Seon-Am Temple. According to the construction style that gives clues about the age of this drawing, the time range can be narrowed down in order to approximate the age of this drawing through the Buddhist trends of Seon-Am Temple. In the results, it was estimated that the drawing dates back to the time when Seon-Am Temple flourished in the mid-18th Century as it's competition with the temple of Songgwang actually began. Buddhism considers the relationship between teacher and student as the most important and the principals were delivered through this relationship. Therefore, the activities to increase the connection between monks and this drawing were created in order to indicate the atmosphere of the Seon-Am Temple of the time.

• Journal of the Korean Chemical Society
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• v.50 no.6
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• pp.477-485
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• 2006

study investigated the influences of the forms of verbal external representations and students' verbal learning style in learning chemical concepts with drawing as a method to assist students in connecting and integrating multiple external representations. Seventh graders (N=133) at a coed middle school were assigned to formal drawing (FD) and personalized drawing (PD) groups. Students in the PD group were provided words at personalized style as verbal external representations for drawing, while those in the FD group were provided words at formal style. All students were taught about Boyles Law and Charless Law for two class hours. Results revealed that the scores of a conception test for the PD group were significantly higher than those for the FD group. In a situational interest test, students with strong verbal learning style preference scored significantly higher than students with weak verbal learning style preference in the two groups. Most PD group students were found to prefer to read verbal external representations at personalized style for drawing rather than at formal style, and perceived their activities positively upon cognitive, affective and motivational aspects. Students with strong verbal learning style preference had more positive perceptions about their activities than students with weak verbal learning style preference especially upon affective and motivational aspects.