DOI QR코드

DOI QR Code

The Characteristics of Summarized Activities using Science Notebook for Elementary School Science Gifted

초등과학영재의 과학 노트를 활용한 정리활동 특성분석

  • Received : 2015.01.11
  • Accepted : 2015.02.23
  • Published : 2015.02.28

Abstract

The purpose of this study was to analyze the writing styles and features of science writing by using science notebook for elementary school science gifted. The subject of this study was 37 sixth grade elementary school science gifted in P city. The preliminary 1 hour instruction was conducted to explain the usage of science notebook. The summarized activity using science notebook was conducted for 20 minutes following 4 hour lesson. These activities were performed for 8 times. As the result of this study, in The content which is learned today (main learning content)' which is one of components of science note, the writing appears the most frequently in external expression types and features of scientific writing, followed by writing+drawing, drawing, cartoon, writing+cartoon, mind map, table. Science writing which uses inductive thinking appears the most frequently in internal expression types and features of scientific writing, followed by deductive thinking, creative thinking. Among the components of science note, 'thinking and feeling', 'question,' 'one's own thinking of question' which are the components of science note promote the reflective thinking of elementary school student gifted for science.

References

  1. Butler, M. & Nesbit, C. (2008). Using science notebooks to improve writing skills and conceptual understanding. Science Activities, 44(4), 137-146. https://doi.org/10.3200/SATS.44.4.137-146
  2. Cheon, J. H. (2006). Science writing activities for developing scientific thinking. Master's thesis, Gyeong-Sang National University.
  3. Chesbro, R. (2006). Using interactive science notebooks for inquiry-based science. Science Scope, 29(7), 30-34.
  4. Choi, Y. K. (2011). The analysis of elementary students' expressive writing in the wrap-up phase in the science classes. Master's thesis, Gyeongin National University of Education.
  5. Do, H. A. (2010). Effects of drawing based note-taking activity in science learning. Master's thesis, Daegu National University of Education.
  6. Jeon, R. N. (2013). The effects of argument level of elementary science gifted applying the Science Writing Heuristic (SWH) teaching methods. Master's thesis, Daegu National University of Education.
  7. Ji, Y. S. (2006). The effects of elementary students' science writing activities on 'Earth and Moon' unit. Master's thesis, Chongju National University of Education.
  8. Kim, K. M. (2010). A study on difference of classification ability between elementary science gifted students and general students. Master's thesis, Korea National University of Education.
  9. Kim, M. H. (2013). The effect of the worksheet with emphasis on writing and self-note activity shown in the 1st grade students' science education of middle school. Master's thesis, Korea National University of Education.
  10. Kim, O. J. (2003). Study on writing education for creativity improvement. Master's thesis, Kook Min University.
  11. Klentschy, M. & Micheal, P. (2005). Science notebook ESSENTIALS. Science & Children, 43(3), 24-27.
  12. Korea Educational Development Institute (2012). A study of operation guideline development for science curriculum for the gifted (I).
  13. Kwak, M. S. (2007). The effect on academic achievement and science- related affective domain of elementary students through science journal writing. Master's thesis, Busan National University of Education.
  14. Lee, S. J. (2011). Effects of science education using students' science-learning-notebooks. Master's thesis, Seoul National University of Education.
  15. Lee. J. Y. (2009). The effects of verbal analogy activities on the science achievement and science attitude through scaffolding. Master's thesis, Gyeongin National University of Education.
  16. Ministry of Education (2013). The act on the promotion of education for the gifted.
  17. Park, E. Y. (2011). The influence of drawing graphs in science experiments on elementary students' ability to understand concepts and science process skills. Master's thesis, Korea National University of Education.
  18. Park, H. J. (2013). The development of teaching strategy focused on science writing to enhance students' creative problem solving skills and examination of its effectiveness. Master's thesis, Ewha Womans University.
  19. Park, J. H. (2009). The investigation about using mind mapping in the elementary science education lessons. Master's thesis, Gwangju National University of Education.
  20. Park, K. K. (2011). Effects of lessons with the explanatory diagram on the academic achievement and scientific attitude. Master's thesis, Korea National University of Education.
  21. Shin, S. Y. (2010). The effects of the Science Writing Heuristic (SWH) teaching on summary writing, cognitive levels and the achivement of learning. Master's thesis, Ewha Womans University.
  22. Son, J. W. (2009). The study of scientifically gifted students' scientific thinking and creative problem solving ability through science writing. Journal of The Korean Science Education Society for the Gifted, 1(3), 21-32.
  23. Woo, J. H. (2003). The implications of illustrative note making for creativity and academic accomplishment in science classes. Incheon National University of Education.
  24. Woo, J. W., Kim, S. H. & Kang, S. W. (2000). The development of creativity instructional model in science education. Journal of The Korean Society for Creativity Education, 3(1), 1-28.
  25. Yun, J. H. (2009). Analysis of writing patterns appeared in the science writing activities for the sixth grader. Master's Thesis, Korea National University of Education.