• Journal of The Korean Association For Science Education
• /
• v.27 no.7
• /
• pp.663-675
• /
• 2007

Chemical reactions in cells are so complicated and abstract that students have difficulty in understanding them. In this study, classes with the application of systematic analogies used at the interpretation of experimental results were taught to 10th-grade students in order to help them to understand the concept of enzymes, which play an important role in chemical reactions in cells. Effects of the classes on their understanding of the concept of enzymes and the role of systematic analogies were analyzed. The gap of understanding between the test group and the control group was significant at 0.05, indicating that systematic analogies are effective for students' understanding of the concept of enzymes. Looking into the concept of enzymes by individual element, the effect of systematic analogies was shown to be large for equilibrium-like processes, such as the enzyme structure change caused by temperature and pH; and the continuous and random actions of enzymes, which students have difficulty in understanding. For these processes, systematic analogies played a positive role in improving their conceptual status. The visualizations and familiarity of analogs increased their intelligibility regarding the concept of enzyme. Also, the systematic analogies increases their plausibility by helping to connect phenomena, taking place in the enzyme reaction experiments, with scientific concepts as scaffold. Accordingly, it was possible to explain experimental results as scientific concepts in a consistent manner. In addition, analogies familiar to students played a positive role from the affective perspective by promoting students' interest and helping them to approach hard scientific concepts.

• Journal of Korean Elementary Science Education
• /
• v.30 no.3
• /
• pp.305-314
• /
• 2011

In this study, the analogies on saturated solution generated by elementary school teachers were analyzed in their numbers, materials, and types aspects. The results were also compared with those of general and science-gifted elementary students. A test on the self-generating analogies on the target concept was administered to 111 elementary school teachers, 60 fifth graders at four science-gifted education institutes and 91 fifth graders at three elementary schools. The results revealed that the teachers made more analogies than the general and science-gifted students. In general, both the teachers and the students tended to make the analogies using the materials in family, riding, digestive, and school situations. However, there were a little difference between the teachers and the students in the cases of the analogies using other situations including body/physical activity. Similarly to the cases of the students, the teachers made more functional analogies than structural or structural/functional ones and did more concrete ones than abstract ones. However, they made more verbal, artificial, and enriched analogies than the students. They also made more highly systematic analogies than the general students, and did less ones than the science-gifted students. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
• /
• v.27 no.3
• /
• pp.212-224
• /
• 2007

Metabolism is one of the pivotal biology concepts, but many students have difficulty understanding it. The purposes of this study were (1) to explore 8th graders' conceptual change of an enzyme after classes of experimenting enzyme reaction and interpreting data using systematic analogies, (2) to discover the role of systematic analogies to enhance students' understanding, and (3) to explain students' difficulty understanding concepts as the ontological features. Systematic analogies were designed to encourage students to interpret their lab activities on enzyme reaction rates. Data were collected by using the pre-test and the post-test of open-ended form, students' worksheets, and interviews with students. After classes, the number of students to engender scientific conceptions about the function of enzyme, its structure, and its mechanism has increased. But more students failed to understand the reaction mechanisms having ontological features of equilibration processes than to understand the function of enzyme having ontological features of event-like processes. Even though the concepts of enzymes are hard to grasp owing to their ontological attributes of equilibration processes, a part of students' conceptions successfully progressed from the idea belonging to event-like processes to one belonging to equilibration processes. And systematic analogies were found to contribute in enhancing students' conceptual change of the enzyme reaction.

• Journal of the Korean earth science society
• /
• v.24 no.5
• /
• pp.393-401
• /
• 2003

The purpose of this study is to research the effect of using analogies in high school earth science classes. According to the usage of TWA model, three types of teaching strategies were developed: text developer-generated, teacher-generated, and student-generated analogies. The model described in this paper began with a task analysis of highschool science textbooks for grade 10 to identify how the textbook authors used analogies to explain plate tectonics concepts. In this study, 210 students were sampled from first graders of high school. After 7 classes, the consciousness of students was investigated with questionnaires. The results are as follows: 1. Many plate-tectonics analogies are used in high school science textbooks (total 25). Teachers and authors construct effective analogies to help students build on their relevant knowledge by applying it to new knowledge acquired from textbooks. 2. Analysis of the data indicate that instruction using student-generated analogies was more effective than others. But in the class in conveying complicated concepts (ex. transform fault), teacher-generated instruction was effective. Teachers need to be aware of the weakness of using analogies in order to select the most appropriate analogies. 3. Making analogies in general, as well as using analogies have systematic steps. Analogies should be used after considering student's preconception, teacher's consciousness and text author's intention to use analogies as powerful instructional tools.

• Journal of Korean Elementary Science Education
• /
• v.29 no.2
• /
• pp.219-232
• /
• 2010

In this study, we investigated and compared the types of analogy generation processes and the perceptions of analogy generation on saturated solution of fifth grade scientifically-gifted and general elementary students. After the instruction of self-generating analogies on 'saturated solution' concept for two classes, 12 scientifically-gifted and 8 general elementary students were interviewed to explore their analogy generation processes and the perceptions of the abilities required in the processes, the conditions of good analogies, and the advantages/disadvantages of analogy generation. The results revealed that their analogy generation processes were classified into three types. The scientifically-gifted students generated the analogies in more systematic and efficient ways and had better understanding of the important parts in the processes than the general elementary students. They also suggested more concrete and various ideas about the conditions of good analogies. Many scientifically-gifted and general elementary students thought that analogy generation would have positive influences on the developments of the cognitive aspects such as various higher-level thinking abilities and understanding of science concepts as well as the affective aspects such as science learning motivation and interest. Educational implications of these findings are discussed.

• Journal of Korean Elementary Science Education
• /
• v.28 no.3
• /
• pp.292-303
• /
• 2009

In this study, we investigated the characteristics of the analogies, the mapping understanding, and the mapping errors on saturated solution of scientifically-gifted and general elementary students. Fifth graders (n=60) at four scientifically-gifted education institutes in Seoul and/or Gyeonggi province and fifth graders (n=91) at three elementary schools in Seoul were selected and assigned to the scientifically-gifted group and the general group respectively. After the students of each group performed the experiment and were taught about the target concept in the first class, they administered the test on the self-generating analogies on the target concept in the second class. The results revealed that the students in the scientifically-gifted group made more analogies, especially verbal/pictorial, structural/functional, enriched, and higher systematic ones, and had deeper understanding of the analogy than those in the general group. The numbers of the shared attributes included in the student-generated analogies and the scores of the mapping understanding of the students in the scientifically-gifted group were significantly higher than those in the general group. The students in the scientifically-gifted group had fewer mapping errors than those in the general group. However, not a few students in the scientifically-gifted group had at least one mapping error. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
• /
• v.30 no.5
• /
• pp.668-680
• /
• 2010

In this study, we investigated the characteristics, the mapping understanding, the mapping errors, and the perceptions of student-generated analogies on the separation of mixtures using the sizes of particles by elementary school students' approaches to learning. Fourth graders (N=92) were selected and administered with the tests on the approaches to learning, self-generating analogies, and perception of self-generating analogies. The results revealed that the meaningful learners made more analogies, especially structural/functional, enriched, and higher systematic ones than the rote learners. However, there were little difference in students' approaches to learning in the subcategories of representation (verbal, pictorial, and verbal/pictorial), artificiality (artificial and everyday), and abstraction (abstract and concrete). The meaningful learners had deeper understanding of the analogy and fewer mapping errors than the rote learners. In addition, the numbers of the shared attributes included in student-generated analogies and the scores of the mapping understanding of the meaningful learners were significantly higher than those of the rote learners. Many students, regardless of students' approaches to learning, had positive perceptions of the self-generating analogies in various cognitive and motivational aspects. However, they also point out the various difficulties in the self-generating analogies as their disadvantages. Educational implications of these findings are discussed.

• Communications of Mathematical Education
• /
• v.28 no.1
• /
• pp.97-130
• /
• 2014

The purpose of the study was to investigate the aspects of analogy of high school student's thinking process revealed in the inquiry activity with synthetic division. The case study method of qualitative research was conducted with two high school 10th grade students. Structure-mapping model(SMM) of Gentner and similarity frames which were proposed by other researchers were utilized to analyze the data. Two students used analogy as a tool and they could discover synthetic division of more than 2 degrees, but they revealed different levels of mathematics discovery depending on the different degree of analogical thinking. Surface similarity in the process of inquiry activity played a vital role in analogical thinking. We asked students to explore and discover analogy based on structure similarity. Analogy based on the systematic approach made it possible to predict upper domain. Analogy based on the procedure similarity induced internalization. We could conclude that analogy has instrumental, heuristic and reflective characteristics.

• Journal of the Korean Chemical Society
• /
• v.55 no.3
• /
• pp.509-518
• /
• 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 Society of Clothing and Textiles
• /
• v.16 no.3 s.43
• /
• pp.209-221
• /
• 1992

A standpoint art's style, present-day Western dress was establishing a systematic, theoritical value in sphere of fine art's meaning & it's expression on the modern fashion. For this reason, I selected Impressionism (a broad senes: be included Impressionism, Neo-Impressionism, Post-Impressionism) that was designated 'the revolution of color'. In the previous paper, 1 already discussed about the modern fashion under the influence of the color of Impressionism, from this study, Neo-Impressionism's techniques & it's influence on the modern fashion was investigated. The Impressionists had purposely used uneven brushwork & a vivid palette to transmit the intensity & immediacy of nature, whereas the Neo-Impressionists utilized methodically applied dots, a technique commonly described as Pointillism, to achieve their rationalist goal of eliminating the fugitive & the casual in order to seize a more fundamental reality. Of all them, Seurat had already become interested in the posible analogies between science, music & psychology on the on hand & art on the other, and scientist's books & articles offered a wealth of theoretical support. 1'articulary, it was corroborated that effects of sadness, calm, or happiness could be achieved through manipulation of color & design. The conclusions are as follow: 1. Through the modern fashion, a space between pattern & pattern was reflected unstable balances & harmonies, that, Neo-Impressionist emphasized the distinction between outdoor & subject, between elaborately clothed & nude figures, corresponded to modern fashion's pattern. 2. The modern fashion was presented a small border or band within the pattern itself which colors complemented those of the adjacent pictorial surface and mediated between the painted image & its enclosure.