• Journal of The Korean Association For Science Education
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• v.15 no.1
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• pp.17-26
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• 1995

The purposes of this study were to investigate the effects of systematic analogy on pupils' concepts changes compared with non-systematic analogy and no analogy using longuitudal study. The subjects were the second year middle school students(N=140), 49 of them were experimental group, using systematic analogy; 47 of them were control group 1, using non-systematic analogy; and 44 of them were control group 2, using no analogy. We have elicited their ideas about electric current three times: pretest, posttest and delayed posttest by P-O-E(Prediction-Observation-Explanation) method. With time, resistant ;rrelevant idea was decreasing dominantly; sequential reasoning idea and scientific idea were increasing; and current consumption idea was rare. Systematic analogy is more effective than non-systematic analogy on pupils' concepts changes of electric current. Systematic analogy is more effective than no analogy in case of simple situation, but we couldn't find significant difference between systematic analogy and no analogy in case of complicated situation.

• Journal of Korean Elementary Science Education
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• v.29 no.2
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• pp.219-232
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• 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 the Korean Society of Industry Convergence
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• v.23 no.1
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• pp.33-39
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• 2020

In this research, Many people understand that the (accidental) tip and the "analogy" that leads to it have played a central role in many instances of creative problem solving.And it has been pursued as a way to get more hints to make a 'knowledge base' which is a collection of many cases. The Unified Systematic Inventive Thinking (USIT), which makes it easier to apply TRIZ, will seek out various ideas through a process of analyzing the current system and examining the ideal system more clearly. In this paper, we describe the rationale and application procedure of the "6 step thinking method" which improves the "4 step thinking method".

• Communications of Mathematical Education
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• v.28 no.1
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• pp.97-130
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• 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
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• v.55 no.3
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• pp.509-518
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• 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 Costume
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• v.64 no.2
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• pp.113-125
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• 2014

Creative thinking requires an ability to draw ideas on the given topic in a given time period with concentration. For this, the development process of design concept on the topic was collected through experiments and interviews targeting 10 fashion education experts and 10 clothing majors. After the analysis, the results are as follows: First of all, divergent thinking was done to find as many ideas and possibilities as possible at the step of expanding the topic by analogy. This showed characteristics of spreading thoughts through the spread of lexicon to professional field knowledge of learned, individual's cultural background, other art fields. Second, abstracted and designed words that are expanded and listed by the topic analogy were specified the topic gradually through the free combination method between lexicons. The sentences made by the combination of lexicons were interpreted through the serial listing method, in which the connection between sentences had the meaning of orderly cause and effect form, and the parallel listing method that treated information at once. Third, the few characteristics of the procedure that visualizing into the specific design are as follows. Firstly, the method to transform image that lexicon has into the one appropriate to the topic, the case that reflects external characteristics of selected designed word, and the case which reflects as the extrinsic expression of personal immanent and tactic desires. This study has its means to propose methods and directions to help create more creative and systematic ideas by analyzing the characteristics that appeared during the process of thinking language-oriented design.

• Korea-Australia Rheology Journal
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• v.18 no.1
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• pp.31-38
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• 2006

A systematic approach is employed to elucidate the interrelationships among macroeconomic entities such as science, engineering, technology, industry and national economy. Specifically, a conceptual, sequential method has been developed to clearly identify the essential ingredients needed for each macroeconomic entity starting from science to transform to the next one, and all the way to the national economy where the production of added-value is of overriding importance. The results thus obtained can then be utilized for macroeconomists to readily apply the engineering theory and knowledge to various macroeconomics situations, while engineers can likewise utilize the results on top of the microeconomic knowledge already prevalent in many engineering fields in getting better grasp of the seemingly difficult nation's macroeconomic picture. Other peripheral concepts and issues such as the evolutionary development of industry, the perspectives of the $21^{st}$ century civilization, an analogy between macroeconomics and chemical engineering, and national policies for each macroeconomic entity are also presented in this study.

• Journal of architectural history
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• v.24 no.2
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• pp.7-16
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• 2015

This article deals with a proportional analysis of Cologne Cathedral with regard to the medieval tradition of geometry and figurate numbers that were commonly used in the medieval period. It first outlines symbolic and geometric notions of the geometry and numbers during the medieval period, and then, interprets the proportional design of the plan and section of the cathedral in analogy with the notion. It concludes that the proportional design of the cathedral was not quite arbitrary but carefully designed for the systematic and symbolic quality of the medieval aesthetic tradition.

• Journal of Korean Elementary Science Education
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• v.28 no.3
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• pp.292-303
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• 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 architectural history
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• v.31 no.1
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• pp.77-88
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• 2022

Architecture had played a significant role model in philosophy because the construction of building represented doing philosophy. 'Architecture as metaphor' made it possible that doing philosophy was a kind of construction of thinking and western philosopher considered himself as an architect of idea. As a system of system, architectural analogy gave philosophy a chance to insist himself as a theory of theory. So architecture had always been a privileged model of discourse system and also a fundamental metaphor in philosophy. Because of its original meaning, Architecture as techne could be considered as poiesis, that was the special building(making) in western culture. The archi(arche) - structure(techne) was a ideal model and mechanism of philosophy because with this analogy doing philosophy became a kind of building act to make a logical system of idea. This kind of tradition in philosophy, especially metaphysics, made the characteristics of western philosophy 'architectonic' that implied the meaning of the rational, stable, hierarchical and holistic. But this kind of tradition exposed the problem of philosophy that focused on Identity and excluded the others. The logocentrism of western philosophy was also the limitation of architectonic thinking and its reductionism became a grand monologue which only allowed systematic, rational discourse. Its ideological position Inevitably caused the anti-architectural thinking in modern age as a diverse form of new trend of thinking as like postmodernism or deconstruction. Even Deconstructivism, or 'informe', non-representation in architecture depends upon anti-architectural thinking. Relationship between architecture as metaphor and the building of philosophy is problematique issue.