• Research in Mathematical Education
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• v.26 no.4
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• pp.271-289
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• 2023

This research investigates the development of elementary students' concepts of line segments, straight lines, and rays, employing metaphor analysis as a research methodology. By analyzing metaphorical expressions, the research aims to explore how elementary students form these geometric concepts line segments, straight lines, and lays and evolve their understanding of them across different grades. Surveys were conducted with elementary school students in grades three to six, focusing on metaphorical expressions and corresponding their reasons associated with line segments, straight lines, and rays. The data were analyzed through coding and categorization to identify the types in students' metaphorical expressions. The analysis of metaphorical expressions identified five types: straightness, infinity or direction, connections of another geometric concepts, shape and symbols, and terminology.

• Archives of design research
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• v.15 no.4
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• pp.307-316
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• 2002

Metaphor thinking is a kind of intuitive thinking and plays a central role in design process. But there are not many researches on this topic because it happens in designer's mind during design problem solving. In this paper, we considered cognitive aspects of metaphorical thinking as they cropped up in the process of design concepts development. As a method of cognitive experiment we used a protocol analysis of the design review reports. At the end of this research we concluded that metaphorical thinking is engaged in restructuring of new frames and reconciliation of conflicting frames for the development of new design ideas and concepts. This role of metaphorical thinking makes the design thinking divergent and the design process creative.

• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.718-734
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• 2013

The purpose of the study is to investigate high school students' perception and understanding of old metaphorical science terminologies and new metaphorical science terminologies (highly metaphorical science terminologies). For the study, three old metaphorical terminologies and three new metaphorical terminologies have been chosen from the old and new Korean science curricula respectively, and 176 high school students who learned physics based on 7th science curriculum developed in 1997 and 175 highschool students who learned physics based on the science curriculum revised in 2009 were sampled from two high schools in a big city in Korea. The research results are as follows: First, for the old metaphorical terminologies, there are more students who give explanations using scientific terms than those who use the meaning of the metaphors that terminologies had. Second, for the new metaphorical terminologies, there are much less students who give explanations using scientific terms than those who explained using the meaning of the metaphors that the terminologies had. Therefore, it should be emphasized that, for the new metaphorical terminologies, the metaphorical meaning of the terminologies do not mean the concepts themselves in teaching science.

• Journal of The Korean Digital Architecture Interior Association
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• v.5 no.1
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• pp.17-23
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• 2005

To begin with, this research arranged this concepts by analyzing paper a reference paper. So, the theory was arranged by approaching the ideal, formative and contemporary side. In order to type characteristics expression of organic design, after year 2000 printed in "Interiors" journal analyzed the contents based on interior works. 1. A type of metaphorical expression, order and the imitations of animals and plants. 2. A type of non liner, and dynamical balance and irregularity. 3. A type of mass of indeterminate form. 4. A type of fluidity by a curved line and a curved surface.

• School Mathematics
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• v.18 no.1
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• pp.215-229
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• 2016

This study aims to identify Archimedes' idea used while proving proposition 23 in 'Quadrature of the Parabola' and to provide an alternative way for finding the sum of geometric series without applying the concept of limit by extending the idea though metaphor. This metaphorical model is characterized as static and thus can be complimentary to the dynamic aspect of limit concept adopted in Korean high school mathematics textbooks. In addition, middle school students can understand $0.999{\cdots}=1$ with this model in a structural way differently from the operative one suggested in Korean middle school mathematics textbooks. In this respect, I argue that the metaphorical model can be an useful educational tool for Korean secondary students to overcome epistemological obstacles inherent in the concepts of infinity and limit by making it possible to transfer from geometrical context to algebraic context.

• Proceedings of the Korean Society for Language and Information Conference
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• 2007.11a
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• pp.155-162
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• 2007

In this study, we explore the polysemy of da3 through the ontological conceptual structure found in SUMO. First, we divide several different senses for da3, clustering physical event senses and metaphorical event senses. In here, we only focus on physical event senses of da3. From the physical event senses of da3, we divide them into two main categories: 1) hit and 2) pump. We then use SUMO ontological concepts to identify these physical senses. Finally, we can observe the common patterns of the "hit" sense group and the "pump" sense group for da3.

• Journal of Educational Research in Mathematics
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• v.12 no.4
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• pp.523-542
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• 2002

The matter of understanding mathematical concepts in learning mathematics is one of the most important issues in mathematics education. There have been so many studies about it but the more practical study has been asked. When we Think using intuitional models such as examples, figures of speech, situations and activities, it is supposed that the major elements of cognitive mechanism are prototypes, analogies, metaphors and metonymies. In this paper, we tried to examine Rosch's prototype theory, the studies about analogies in congnitive psychology, Lakoff and Johnson's metaphor theory from the viewpoint of teaching mathematics, and then tried to analyze examples, analogies, analogical transfers, metaphorical expressions, metonymies in middle school mathematics text books used in Korea now.

• Smart Media Journal
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• v.5 no.4
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• pp.96-102
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• 2016

The purpose of this study is to investigate the transformation of affordance in iOS GUI design and the relationship of affordances. We figured out variety kinds of Affordance concepts and choosed six Affordances(Visceral, Behavioral, Reflective, Explicit, Metaphorical, Pattern Affordance) Based on the previous studies. The result of investigating the transformation of iOS GUI design which based on the viewpoint of these 6 Affordance we have chosen is as follows. Firstly, the Visceral Affordance of iOS GUI design has already sufficiently become to the Reflective Affordance. So we can ignore or ellipsis the Visceral Affordance and the addition of specific Explicit Affordance can be possible. Secondly, due to the use experience of iOS, Behavioral Affordance and Pattern Affordance have already become to a kind of Reflective Affordance. Through this evolution, new kind of Pattern Affordance is formed. At the mean time, it also applied the basic field of Metaphorical Affordance. Thirdly, investigating the Flat Design of iOS based on the viewpoint of Affordance, we have figured out that Visceral Affordance has been reduced. So that the constrains of visual performance has also been reduced. This is the reason that there are more space remained in screen layout design, the color has become more natural and more Explicit Affordance has been provided, ect. Futhermore, in this thesis we have also figured out that there are some interactions and relationships between each Affordance. With the development of iOS, some Affordances have transformed to other Affordances. With the accumulation of use experience, Visceral Affordance has transformed to Reflective Affordance based on the field of Metaphorical Affordance. With the disappearance or reduction of Visceral Affordance, iOS provide Explicit Affordance instead. As a result of this kind of process, a new Pattern Affordance has been formed.

• Journal of the Korea Society of Computer and Information
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• v.25 no.3
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• pp.251-260
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• 2020

In this paper, we propose to understand the conceptual structure of programming elements that learners form during the prototyping theory. To do this, we reviewed previous studies on the meaning of conception and prototype theory and conducted a course of problem-solving programming for 33 university students who had no prior experience in programming, and collected transcription materials through conceptual metaphorical writing. The conclusions of this study are as follows: 1) Identifying the conceptual structure of learners as a conceptual metaphor can enhance the effectiveness of programming education. 2) Learners need to reinforce the experience of forming abstract attributes to form mature programming concepts. 3) The concept of programming differs in the structure of multi-level concepts that students, teachers, and professional programmers have in each group. 4) Programming elements should intentionally block misconception risks in the meaning of symbols. 5) Concept evaluation tools should be developed to check whether various attributes can be applied.

• Language and Information
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• v.8 no.1
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• pp.163-182
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• 2004

Since metaphor was proposed to be a matter of thought instead of language over two decades ago, the research in this area has made most of its progress by the cognitivists. For the cognitivists represented by Lakoff, metaphor is not a mere poetic or rhetoric device, but is central to our everyday language. Furthermore, according to them, we categorize the world and break it into concepts mainly through metaphors, and truth conditions simply cannot account for metaphor. However, this cognitivists' view has been severely counterattacked by the truth-conditional semanticists. Their main criticism is that the cognitivists do not provide a way to go from our internal representations to the outside world. It is also criticized that the cognitive theory of metaphor as cross-conceptual domain mappings is too broad and general, and that they do not explain why a particular metaphorical expression should be subsumed under one mapping rather than another mapping, i.e., their schemes and structural relations are not predictive. In this context, the purpose of this paper is to propose a model for metaphor interpretation that combines the virtues of the two opposite views of metaphor. Truth-conditional semantics cannot ignore cognitive aspects of language, so-called states of affairs or mental representations, while cognitive theories cannot neglect vigorous representation of meaning with objective reality. This paper will try to present a preliminary outline of this combining model.