• Journal of Korean Elementary Science Education
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• v.39 no.1
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• pp.54-68
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• 2020

The purpose of this study is to investigate how elementary teachers perceive and practice using Visual Thinking (VT) in science classes. For this, we collected 161 VT teaching materials for science that uploaded on the elementary teacher's online communities, and analyzed the characteristics. Also we interviewed four elementary teachers who have used VT in science class. The results are as follows. First, VT teaching materials shared in teacher's online communities were most often used to review the science concepts that students learned. Most of the materials required 'remember' among the Cognitive Process, and most of them provided layouts for VT activities. Second, the participants were using VT materials to review the science concepts they learned, so that students remember them. Third, the participants were satisfied because of the beliefs of effects as follows: facilitating learning and reviewing what students had learned; increasing students' positive reactions and confidence; learning through the interation among learners; the formation of habits thinking visually; indirect experiences of science class; possibility of class corresponding to learner characteristics. Fourth, the participants had difficulties in preparing for the VT science class, such as the burden of making VT materials, the long preparation time, concerns over overlapping contents, consideration of learners' VT skills, and the themselves' drawing ability. Furthermore, they also had difficulties in proceeding for the class, like different preference among learners about Visualization and loss of objectives in science class using VT. Fifth, the participants needed support as follows: platform to share students' VT results; VT case books and teachers' guidebooks; physical environment.

• Journal of English Language & Literature
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• v.56 no.6
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• pp.1255-1279
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• 2010

Much has already been learned about what goes on in the minds of second language writers as they compose, yet, oddly enough, until recently little in the L2 research literature has addressed writing and mental imagery together. However, images and imaging (visual thinking) play a crucial role in perception (the basis of mental imagery), in turn, affecting language, thinking, and writing. Many theorists of mental imagery also agree that more than just language accounts for how we think and that imagery is at least as crucial as language. All of these demands, to be sure, are compounded for EFL students, which is why I investigate EFL students' writing process, focusing on the use of mental imagery and its relationship to the writing. First I speculate upon some ways that imagery influences EFL students' composing processes and products. Next, I want to explore how and whether the images in a writer's mind can be shaped effectively into a linear piece of written English in one's writing. I studied two university undergraduate EFL students, L and J. They had fairly advanced levels of English proficiency and exhibited high level of writing ability, as measured by TOEFL iBT Test. Each student wrote two comparison and contrast essays: one written under specified time limitations and the other written without the pressure of time. In order to investigate whether the amount of time in itself causes differences within an individual in imagery ability, the students were placed under strict time constraints for Topic 1. But for Topic 2, they were encouraged to take as much time as necessary to complete this essay. Immediately after completing their essays, I conducted face-to-face retrospective interviews with students to prompt them for information about the role of imagery as they write. Both L and J have spent more time on their second (untimed) essays. Without time constraint, they produced longer texts on untimed essay (149 vs. 170; 186 vs 284 words). However, despite a relatively long period of time spent writing an essay, these students neither described their images nor detailed them in their essays. Although their mental imagery generated an explosion of ideas for their writings, most visual thinking must merely be a means toward an end-pictures that writers spent in purchasing the right words or ideas.

• The Journal of Korean Association of Computer Education
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• v.21 no.3
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• pp.11-20
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• 2018

One major change in the 2015 revised national curriculum is that computational thinking ability is becoming an essential competency for students. Computational thinking is divided into abstraction, automation, and creative convergence in the curriculum for secondary schools' Information subject. And, the curriculum contains problem solving and programming area. Among the components of computational thinking, data representation emphasizes the ability to structure data and information for problem solving of learners. Pre-service teachers of Information subject at secondary schools also learn how to structure information through diagramming. There are differences in the ability to structure diagrams among students, but the studies on learning methods that help students develop their structuring abilities have rarely been performed. The purpose of this paper is to analyze the differences of abstract thinking disposition and gender perspective among college students. As a result, female students had more concrete thinking disposition than male students. Also, there were gender differences according to the characteristics of diagrams. Differences in abstract thinking disposition also made a difference in structuring diagrams. It is useful for achieving the education purpose of improving computational thinking ability by finding out the differences in thinking tendency between males and females and finding the education method that can complement them.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.1
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• pp.47-54
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• 2010

The purpose of this study is finding examine the Thinking Maps and how to use Thinking Maps effectively in Science Education. The result of this study were as follows: First, There are 8 type Maps, Circle Map, Tree Maps, Bubble Map, Double Bubble Map, Flow Map, Multi Flow Map, Brace Map, Bridge Map. Each Maps are useful in the following activities ; Circle Map-Express their thoughts. Tree Map-Activities as like determine the structure, classification, information organization. Bubble Maps-Construction. Double Bubble Map-Comparison of similarities and differences. Flow Map-Set goals, determine the result of changes in time or place. Multi Flow Map-Analysis cause and effect, expectation and reasoning. Brace Map-Analysis whole and part. Bridge Map-Activities need analogies. Second, each element of inquiry has 1~2 appropriate type of Thinking Maps. So student can choose the desired map. Third, the result of analysing of Science Curriculum Subjects, depending on the subject variety maps can be used. Therefore the Thinking Maps can be used for a variety on activities and subject. And student can be selected according to their learning style. So Thinking Maps are effective to improve student's Self-Directed Learning.

• Journal of The Korean Digital Architecture Interior Association
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• v.11 no.3
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• pp.53-59
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• 2011

In creative design, it is necessary to understand the characteristic of architectural design. In the world of design problem, a distinction can be made between those that are well-defined and those that are ill-defined. Well-defined problems are those for which the ends or goal, are already prescribed and apparent, their solution requires the provision of appropriate means. For ill-defined problems, on the other hand, both the ends and the means of solution are unknown at the outset of the problem solving exercise, at least in their entirety. Most of design problems is ill-defined, which is unknown at the beginning of the problem solving exercise. In order to solve the design problem, Designers take advantage of the search methods of problem space, such as global-search-methods(depth-first-methods, breath-first-methods), local-search-methods(generate and test, heuristics, hill-climbing, reasoning) and visual thinking, which is represented through sketching. Sketching is a real part of design reasoning and it does so through a special kind of visual imagery. Also in the design problem solving it have been an important means of problem exploration and solution generation. By sketching, they represent images held in the mind as well as makes graphic images which help generate mental images of entity that is being designed. The search methods of problem space and a visual thinking have been crucially considered in the architectural design. The purpose of this paper is to explore the property of design by means of the pre-existed-experiment data and literature research. The findings will help design the architectural design for more creative results.

• Journal of the Korean Society for Library and Information Science
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• v.51 no.2
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• pp.23-48
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• 2017

Picture books, as a genre, are characterized by conveyance of ideas through linguistic texts, visual texts, and the complementary interactions between them. The writer of a picture book develops and delivers his or her ideas with textual contents written in a unique style, while the artist conveys the writer's ideas through pictures where things, objects, and figures are imbued with various emotions. Understanding a picture in a picture book requires an understanding of both the structure shown on the surface and the underlying structure that adapts and visualizes the philosophy and ideas of the writer. In light of the discussion above, this study proposes a method to help librarians improve their understanding of visual literacy for picture books, as visual literacy is required for the provision of readers' advisory services regarding picture books. This method, which is based on behavioral psychologist Rudolf Arnheim's theory of visual thinking, is expected to help librarians write picture book reviews or other secondary materials.

• Educational Technology International
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• v.8 no.1
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• pp.1-16
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• 2007

The general aim of this article is to explicate what can be researched in our field based on the new understanding on the ability of human visual intelligence. To follow this aim, three key discussions were followed. The first is to explain why the human visual intelligence research is so important in our field and how it was neglected. The basic orientations of the research questions used in its framing and in answering are reviewed. After reviewing traditional research orientations, as the second discussion, alternative, more useful perspective for thinking about human visual intelligence is suggested. And the possibility of contribution for the future research in general is discussed. In doing so, human visual intelligence was defined in rather practically oriented ways rather than theoretically oriented ones. More practical perspectives were suggested. The third discussion is to show how to use the alternative perspectives of human visual intelligence in the areas of educational technology research. It was hoped that the article lays out conceptual groundwork for generation of educational technology research frameworks which can be used for the research conduct, reproduction and sharing by adopting practically oriented views on human visual intelligence as a new territory of educational technology research.

• Journal of Digital Convergence
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• v.14 no.7
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• pp.355-362
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• 2016

This research analyzed 'esquisse', that is one of among the visual representation tools of designers in design-thinking process. They were classified into five different types(M, N, O, P, Q) and categorized about preferred type of brain dominance area based on Ned Herrmann's 'Brain 4 division theory'. By contrasting and analyzing five types of sketch tendencies and brain tendencies through Structural left -brain type(M), Emotional limbic-brain type(N), Visual right-brain type(O), Plane expressional right-brain type(P) and Text expressional right-brain type(Q), it was deduced that which utilization the designer with each brain type with various Styles and characteristics shows internally in the design thinking process can be analyzed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.5
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• pp.549-556
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• 2017

This study investigated the importance of social cognitive intervention and the cognitive rehabilitation intervention by comparing the difference and examining the relationship between neurological cognitive function and social cognitive function of stroke patients in the acute phase and chronic stroke before returning to the community. LOTCA, cartoon intention inference task, and social behavior sequence task were performed on 30 acute stroke inpatients and 30 chronic stroke patients from May 2015 to June 2016. A two sample t test was conducted to examine the differences between the groups. The Pearson's correlations test was performed to examine the correlation among the variables in each group. As a result, there were statistically significant differences between the neurological cognitive function and social cognitive function of acute stroke patients and chronic stroke patients who were undergoing rehabilitation training before returning to the community (p<0.05). A linear relationship was found between the thinking operation and social behavior sequence task in the acute stroke group (r=0.539, p<0.05). In the chronic stroke group, visual perception (r=0.530, p<0.05), visual motor organization (r=0.655, p<0.05) and thinking operation (r=0.534, p<0.05) were correlated with the cartoon intention inference task. In addition, the social behavior sequence task were correlated with visual organization (r=0.534, p<0.05) and thinking operation (r=0.764, p<0.05). As a result of multiple regression analysis, the neurological cognitive functions influencing the social cognitive function in the cartoon task was found to be the thinking operation (B = 0.431) in acute stroke patients and the thinking operation (B=0.272) and visuomotor organization (B = 0.218) in the case of chronic stroke. In addition, the results of the social behavior sequence task revealed the thinking operation (B=0.417) in the acute stroke patients, and thinking operation (B=0.267), visual motor organization(B=0.274) and visual perception(B=151) in chronic stroke patients to be significant. According to this result, there is a difference in the neurological and social cognitive levels between the two groups. Therefore, the social cognition is strongly related to the high level cognitive function as thinking operation of the neurological cognitive function. Therefore, in further research, it would be necessary to determine if there is a change in higher cognitive function in neurological cognitive function after applying a social cognition intervention program for stroke.

• Korean Institute of Interior Design Journal
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• v.24 no.3
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• pp.30-37
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• 2015

The target of design is a harmony between Beauty and Usefulness. Design is a result from representation of visual language by designer's creative thinking system. also, As an ill-defined problem cannot be described completely. and subjectively interpret depend on the situation, it is very difficult to present a theoretical standard. There have been many Design Sciences researches in recent years. such as Rule Based Design, Parametric Design, Replacement Design, Analogy Design, Metaphor Design, Genetic Algorithm. but Objective research is still unsatisfactory condition to investigate true nature about Design. At this point, It is very important to formulating about meaning of Design Language and Thinking. This study will define about that, and based on this definition, Lay out a logical basis for Treatment design variable and materialization of process by "Elements", "Relationship", "Schema". ultimately it look forward to provide a framework and minimize the complexity about Design Thinking.