- Volume 56 Issue 6
DOI QR Code
The Impact of the Science Writing Heuristic Approach on Students' Use of Multiple Representations in Science Writing and Students' Recognition about Multiple Representations
탐구적 과학 글쓰기 활동이 학생들의 글쓰기에서 나타난 다중 표상에 미치는 영향 및 다중 표상에 대한 학생들의 인식
- Received : 2012.08.16
- Accepted : 2012.10.31
- Published : 2012.12.20
The purpose of this study was to examine the impact of Science Writing Heuristic (SWH) on multiple representations in students' writing and to survey experimental group students' recognition about the use of multiple representations. For this study, Participants of this study were 158 students in 7th grade. 94 students were assigned to the experimental group and 64 students were assigned to the comparative group. The experimental group showed significantly higher mean score than comparative group at utilizing multiple representation in summary writing. Interview analysis indicated that all students who participated in interviews, regardless of solid multi-modal competency, recognized that use of multiple representations with appropriate explanations enable to communicate science information persuasively.
Science Writing Heuristic;Multiple representations;Recognition about multiple representations;Science writing
- Osborne, J.; Erduran, S.; Simon, S. Journal of Research in Science Teaching 2004, 41(10), 994. https://doi.org/10.1002/tea.20035
- Kang, S.; Lim, J.; Kong, Y.; Nam, J.; Choi B. J. Korean Chem. Soc. 2004, 48(1), 85. https://doi.org/10.5012/jkcs.2004.48.1.085
- Dillon, J. T. Using discussion in classrooms; Open University Press: Buckingham and Philadelphia, 1994.
- Prain, V. International Journal of Science Education 2006, 28(2&3), 170.
- Rowell, P. A. Studies in Science Education 1997, 30, 19. https://doi.org/10.1080/03057269708560102
- Klein. Educational Psychology review 1999, 11(3), 203. https://doi.org/10.1023/A:1021913217147
- Prain, V.; Hand, B. Teaching and Teacher Education 1996, 12(6), 609. https://doi.org/10.1016/S0742-051X(96)00003-0
- Keys, C. W.; Hand, B.; Prian, V.; Collins, S. Journal of Research in Science Teaching 1999, 36(10), 1065. https://doi.org/10.1002/(SICI)1098-2736(199912)36:10<1065::AID-TEA2>3.0.CO;2-I
- Hand, B.; Prian, V.; Lawrence, C.; Yore, L. D. International Journal of Science Education 1999, 21(10), 1021. https://doi.org/10.1080/095006999290165
- Yore, L. D.; Bisanz, G. L.; Hand, B. M. International Journal of Science Education 2003, 25(6), 689. https://doi.org/10.1080/09500690305018
- Hand, B.; Choi, A.; Greenbowe, T.; Schroeder, J.; Bennett, W. Examining the Impact of Student Use of Multiple-mode Representations in Constructing Science Arguments. Annual International Conference of National Association for Research in Science Teaching, Baltimore, MD, 2008.
- McDermott, M. A. The Impact of Embedding Multiple Modes of Representation on Student Construction of Chemistry Knowledge. Ph. D. Dissertation, University of Iowa, Iowa, U.S.A., 2009.
- Ainsworth, S. E. Computers & Education 1999, 33, 131. https://doi.org/10.1016/S0360-1315(99)00029-9
- Nakhleh, M. B.; Posteck, B. Learning chemistry using multiple external representations. In Visualizalizaton: Theory and Practice in Science Education; J. K. Gilbert, M. Reinger, M. Nakhleh, Eds.; Springer: Dordrecht, The Netherlands, 2008; p 209.
- Seufert, T. Learning and Instruction 2003, 13(2), 227. https://doi.org/10.1016/S0959-4752(02)00022-1
- Kelly, G. J.; Takao A. Science Education 2002, 86(3). 314. https://doi.org/10.1002/sce.10024
- Cho, H. The Impact of the Science Writing Heuristic Approach on Students' Use of Multi Modal Representation and Embeddedness in Science Writing. Master Thesis, Pusan National University of Education, Busan, Korea, 2009.
- Nam, J.; Lee, D.; Cho, H. Journal of the Korean Association for Research in Science Education 2011, 31(6), 931.
- Nam, J.; Lee, D.; Nam Y. J. Korean Chem. Soc. 2012, 56(4), 500. https://doi.org/10.5012/jkcs.2012.56.4.500
- Nam, J.; Kwak, K.; Jang, K.; Hand, B. Journal of the Korean Association for Research in Science Education 2008, 28(8), 922.
- Hand, B.; Norton-Meier, L.; Staker, J.; Bintz, J. When science and literacy meet in the secondary learning space: Implementing the scienece writing heuristic (SWH). University of Iowa: Iowa City, IA, 2006.
- Trends in Research Studies on Scientific Argument and Writing in Korea vol.34, pp.2, 2014, https://doi.org/10.14697/jkase.2014.34.2.0107
Supported by : 한국연구재단