• Educational Technology International
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• 제13권2호
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• pp.283-312
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• 2012

Problem-solving ability is one of the most important learning outcomes for students to compete and accomplish in a knowledge-based society. It has been empirically proven that visualization plays a central role in problem-solving. The best performing problem-solver might have a strong visualization tendency. However, there is little research as to what factors of visualization tendency primarily related to problem-solving ability according to phases of problem-solving. The purpose of this study is to identify the relationship between visualization tendency and problem-solving ability, to determine which factors of visualization tendency influence problem-solving ability in each phase of problem-solving, and to examine different problem-solving ability from the perspective of the levels of visualization tendency. This study has found out that visualization tendency has a significant correlation with problem-solving ability. Especially, Generative Visualization and Spatial-Motor Visualization as sub-visualization tendency were more strongly related to each phase of problem-solving. It indicates that visualization tendency to generate and operate mental processing can be considered a major cognitive skill to improve problem-solving ability. Furthermore, students who have high visualization tendency also have significantly higher problem-solving ability than students with low visualization tendency. It shows that the levels of visualization tendency can predict variables related to students' problem-solving ability.

• East Asian mathematical journal
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• 제26권4호
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• pp.553-579
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• 2010

Geometric education emphasize reasoning ability and spatial sense through development of logical thinking and intuitions in space. Researches about space understanding go along with investigations of space perception ability which is composed of space relationship, space visualization, space direction etc. Especially space visualization is one of the factors which try conclusion with geometric problem solving. But studies about space visualization are limited to middle school geometric education, studies in elementary level haven't been done until now. Namely, discussions about elementary students' space visualization process and ability in plane or space figures is deficient in relation to geometric problem solving. This paper examines these aspects, especially in relation to plane and space problem solving in elementary levels. Firstly we propose the analysis frame to investigate a visualization process for plane problem solving and a visualization ability for space problem solving. Nextly we select 13 elementary students, and observe closely how a visualization process is progress and how a visualization ability is played role in geometric problem solving. Together with these analyses, we propose concrete examples of visualization ability which make a road to geometric problem solving. Through these analysis, this paper aims at deriving various discussions about visualization in geometric problem solving of the elementary mathematics.

• 한국항공운항학회지
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• 제19권3호
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• pp.25-32
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• 2011

In order to study the effect of K-WAIS and FTD on flight aptitude, which we utilize to sort out good pilot candidates among applicants, we adopted Fuzzy regression model and expressed the result of flight aptitude tests in Fuzzy number by using maximum/minimum values and mean values. The 7 aspects of K-WAIS were broken down into three similar groups: mathematical ability, visualization ability and organization ability. While mathematical ability and organization ability showed a positive relevance with the FTD test with respect to flight aptitude, visualization ability of K-WAIS showed a negative(-) relevance with flight aptitude, which presented an opposite result to the previous research. Thus, we are to increase the number of samples and do the research thereof in the near future.

• 한국지구과학회지
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• 제43권5호
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• pp.647-658
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• 2022

The purpose of this study is to analyze students' learning characteristics regarding spatial ability, orienteering ability and earth science content learning ability and their relationship through development and application of earth science activities using orienteering. The programme aims to improve students' spatial ability using orienteering activity which requires spatial ability. Topics in the programme included map, compass, contour, movement of celestial, and constellation application. Students were to orienteer in the field using the method they learned in class. This programme was applied to five 7th graders. The results are, first, students who have positive attitude toward science and do well at school tended to perceive their orienteering ability high. Second, all parts of spatial ability, spatial visualization, spatial orientation, spatial relation were used during orienteering, especially spatial visualization and spatial orientation. The relationship between spatial ability, orienteering ability, and earth science content learning abilities was not clear. However, orienteering ability and earth science content learning ability were in similar tendency.

• 대한수학교육학회지:학교수학
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• 제9권2호
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• pp.277-289
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• 2007

본 연구는 수학영재들의 공간 시각화 능력을 살펴보는데 그 목적이 있다. 연구 대상은 국가가 지원하는 대학부설 과학영재교육원에서 교육을 받고 있는 초등학교 6학년 6명과 중학교 1학년 1명으로, 각 학생들에게 정이십면체의 겨냥도에서 각 변과 모서리들의 길이, 변과 모서리들이 이루는 각도들을 비교하는 과제를 제시하여 그들이 해결하는 과정에서 드러나는 공간 시각화 능력을 질적인 방법으로 분석하였다. 이 때 자료 분석은 McGee의 공간 시각화 능력을 중심으로 Duval과 Del Grand의 이론을 참조하였다. 분석 결과, 수학영재학생들은 윤곽을 시각화하는 능력, 상상 속에서 대상을 조작하는 능력, 묘사된 대상의 회전을 상상하는 능력, 묘사된 대상을 다른 형태로 변형하는 능력을 보이는 보였으며, 일부 수학영재학생들은 평면에 묘사된 대상을 다시 입체로 상상해 내고 이를 표현해내는 데 다소 어려움을 겪고 있다는 것을 알 수 있었다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제16권2호
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• pp.91-106
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• 2012

Spatial ability has been valued as a talent domain and important skill in mathematics education because it enhanced an intuitive view and an understanding in many areas of mathematic. In addition, spatial ability highly correlates with mathematics achievement, indicating its crucial role in success in mathematics education. Some researchers founded gender differences in mathematics and spatial ability, and indicated that spatial ability served as a mediator of gender difference in mathematics. This study explored the spatial ability of 349 Korean middle school students (Grade 7-9), and investigated the association among students' spatial ability and their mathematics achievement, gender, and grade. The result of this study shows that spatial ability correlates positively with mathematics achievement. While gender difference did not exist in mathematics, significant gender difference existed in spatial ability favoring male students.

• 아동학회지
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• 제20권3호
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• pp.293-306
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• 1999

This study investigated children's spatial skills and short term memory ability based on their practice with computer games. The 40 four-year-old and 40 six-year-old subjects were divided by experimental and control groups. Spatial skills of children were assessed by visual speed, mental rotation, and spatial visualization tasks. Short term memory was measured with a digit span task. Results showed that computer game practice enhanced children's memory ability and spatial skills. Even 4-year-olds performed better on mental rotation and spatial visualization tasks after practice. The treatment effect was significant for visual speed of 6-year-olds, short term memory ability and mental rotation of 4-year-olds, and spatial visualization of both 4- and 6-year-olds.

• 한국지구과학회지
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• 제36권3호
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• pp.280-299
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• 2015

이 연구의 목적은 지질 전개도를 활용한 수업이 고등학생들의 공간 시각화 능력 및 지질 공간 능력에 미치는 효과를 살펴보고, 이 수업에 대한 학생들의 인식을 혼합연구 방법으로 조사함으로써 지질 전개도를 활용한 수업의 적용 가능성을 탐색하는 것이다. 이를 위해 10개의 지질 전개도(수평층 2개, 수직층 2개, 경사층 4개, 단층 1개, 습곡 1개)를 개발하였고, 지질 전개도를 활용한 수업 실시 전후에 학생들의 공간 시각화 능력과 지질 공간 능력을 검사하였다. 또한, 이 수업에 대한 학생들의 인식을 조사하기 위하여 인지적 영역과 정의적 영역으로 구성된 설문지를 이용하여 양적 연구를 실시한 후, 이를 보완하기 위한 질적 연구로 참가 학생에 대한 포커스 그룹 인터뷰를 진행하였다. 연구 결과, 지질 전개도를 활용한 수업은 공간 시각화 능력과 지질 공간 능력을 향상시키는 데 효과적인 것으로 나타났다. 또한, 이 수업은 학생들의 지질 구조 공간 배치에 대한 인식 능력 및 시각 투시 능력을 향상시키는 데 도움을 주는 것으로 나타났다. 지질 전개도를 활용한 수업에 대해 학생들의 인식을 조사한 결과, 학생들은 인지적 영역과 정의적 영역 모두에서 상당히 긍정적으로 평가하고 있었다. 이 연구에서 개발된 지질 전개도는 '지질도의 작성과 해석'에 관한 수업을 위해 효과적인 도구로 사용될 수 있으며, 일반 고등학교의 지질 수업에서 과학 성취도가 높은 학생들을 대상으로 한 수업에의 적용 가능성이 높을 것으로 판단된다.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제17권2호
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• pp.159-171
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• 2014

본 연구는 초등학생용 공간시각화 검사지를 개발하고 표준화하는데 목적이 있다. 이를 위하여 총 24문항으로 구성된 초등학생용 공간시각화 검사지를 개발하였으며, 초등학생 1482명을 대상으로 검사를 실시하여 신뢰도와 타당도를 분석하였다. 분석결과는 다음과 같다. 첫째, 초등학생용 공간시각화 검사지의 문항내적일관성 신뢰도는 Cronbach's ${\alpha}$=.794로 양호한 것으로 나타났다. 둘째, 검사지의 24문항에 대한 타당도를 검증하기 위하여 확인적 요인분석을 한 결과, 검사지의 타당도가 양호한 것으로 판단되었다. 셋째, 검사지 24문항에 대한 문항난이도는 .200에서부터 .886으로 나타났으며, 평균 문항난이도는 .544인 것으로 나타났다. 이상의 연구 결과로 볼 때, 본 연구에서 개발한 초등학생용 공간시각화 검사지는 신뢰도와 타당도를 확보한 것으로 보이므로, 초등학생들의 공간시각화 능력을 측정하는데 활용할 수 있을 것이다.

• 한국가시화정보학회지
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• 제5권1호
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• pp.22-29
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• 2007

In the present study, naturally generated bubbles were investigated to be sure if they could be adopted as the tracer for PIV techniques. The bubble can be grown from the nuclei melted in the water of tunnel and the size of bubbles is changed through the variation of tunnel pressure. Since the trace ability and appropriate size of tracer are so important for PIV techniques, the characteristics of bubbles as tracer are revealed in terms of trace ability and bubble size with the variation of flow speed and tunnel pressure in this study. In addition, PIV measurements of (low behind a rotating propeller are conducted to confirm the trace ability of bubbles even in a highly vortical flow.