• Title, Summary, Keyword: Science writing

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High School Students in Natural Science Track and Engineering Major University Students'Perceptions on Writing and Composition Education (자연계 고등학생과 공학 전공 대학생의 글쓰기 교육에 대한 인식)

  • Lee, Hyonyong;Im, Young-Goo
    • Journal of Science Education
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    • v.37 no.2
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    • pp.405-415
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    • 2013
  • The purpose of this study was to investigate high school students in natural science track and engineering major university students' perceptions about the writing and composition education. A total of 318 high school students in natural science track from two high schools in a metropolitan area and 447 university students majoring in engineering from three universities participated in the survey and asked to response their perceived status and needs of writing education for science-engineering track. The survey instrument, developed by Lee et al.(2009), was used for this study. The data was analyzed through the SPSS 18.0 program for Windows for Multiple Response Frequency Analysis, Descriptive Statistics, Independent Samples t-test, and One-way Analysis of Variance. The results indicated that high school students relatively perceived that writing education was less necessary compared to university students. In addition, high school students found writing less difficult than university students do. In related to studying their experience with writing and composition education, almost no high school students have taken writing classes and university students have taken an average of one class. Most university students who took writing classes took basic writing classes that were not programmed for students in Science and Engineering. In the basic survey to revitalize writing and composition education for Science and Engineering students in different majors, the level of writing and composition education required by students in each major was different. Writing was considered most necessary for students majoring in Chemical Engineering, followed by students majoring in Mechanical Engineering and Electronic Engineering. The study of writing and composition education for high school and college should extend to studies on teachers or professors who teach writing, studies on contents and methods of writing education, and studies on the development of writing programs for different majors in university.

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The Analysis of Science Writing Tasks in Elementary Science Textbooks and Workbooks : Focused on the 2007, 2009 and 2015 Revised Curricula (초등학교 과학 교과용 도서에서 나타난 과학 글쓰기 과제 분석 : 2007, 2009, 2015 개정 교육과정을 중심으로)

  • Jeon, Je-Eung;Ko, Sang-Hun;Ko, A-Ra;Shin, Ae-Kyung
    • Journal of the Korean Society of Earth Science Education
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    • v.12 no.3
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    • pp.261-273
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    • 2019
  • The purpose of this study was to analyze the science writing tasks in elementary science textbooks and workbooks using the presented form and the writing components analysis framework. For this study, the science writing tasks in the 2007, 2009 and 2015 revised elementary science textbooks and workbooks were analyzed. The results of this study are as follows. As a result of analyzing the presented form of science writing tasks, the number of books for science writing tasks was reduced and the tasks were changed to unclear form as the curriculum was revised from the 2007 to 2015. And the science writing tasks in the 2009 revised 5th~6th grades group were presented as writing and drawing, and they appeared as the most desirable form. As a result of analyzing science writing tasks using the writing components analysis framework, there was a difference according to the curricula and the grades groups, but they tended to be focused on some sub-factors. However, the science writing tasks reflecting the most diverse sub-factors were presented in the 2007 revised 5th~6th grades group.

The Impact of Reading Framework as a Reading Strategy on Writing for Reflection of Middle School Students (읽기전략으로 사용된 읽기틀이 중학생들의 반성 글쓰기에 미치는 영향)

  • Sung, Hwamok;Nam, Jeonghee
    • Journal of The Korean Association For Science Education
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    • v.33 no.2
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    • pp.249-265
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    • 2013
  • The purpose of this study was to examine the influence of reading framework on writing for reflection when applied to inquiry-based Science Writing Heuristic approach. This study was conducted with 67 3rd grade middle school students. Thirty-two out of 67 students were assigned to R-SWH (Reading framework-Science Writing Heuristic) group while the other 35 students were assigned to SWH (Science Writing Heuristic) group. The R-SWH group has consistently used reading framework which the SWH group has not used when the inquiry-based science writing heuristic approach were carried out. The result of this study indicated that the R-SWH group showed a higher proportion of students who made writing for reflection by learning from reading materials than the SWH group. The R-SWH group used reading materials in order to understand the idea comprehensively and concept related to the topic the most, while the SWH group also used them for the same purpose as the R-SWH group but the ratio was less than the R-SWH group. In addition, as the learning activity has progressed, the R-SWH group showed that the proportion of students who transferred the science concept from reading materials into writing for reflection and the number of transferred concepts were higher than those of the SWH group. Therefore, the reading framework applied to inquiry-based science writing heuristic approach can facilitate a meaningful activity on reading and writing as a scaffolding to develop conceptual understanding.

A Change of the Science Writing ability before and after Argumentation (논의활동 전·후의 글쓰기에 나타난 과학글쓰기 능력의 정량적 변화 분석)

  • Kong, Young-Tae;Kang, Myo-Jeong
    • Journal of Science Education
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    • v.37 no.3
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    • pp.492-512
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    • 2013
  • The aim of this study is to investigate the change of science writing ability between pre and post-science writing which was written before and after argumentation activity and to show how argumentation influences the science writing ability. To fulfill this aim, eight 5th grade students were chosen from an elementary school. They were involved in the nine science writing themes which was compose of scientific contexts and social scientific contexts. Students' science works in argumentation and writing activity were collected and analysed based on four domains of framework for science writing ability: scientific thinking, logic, creativity and expression ability. The result of this study showed that the affirmative change of four domains of science writing ability on post-science writing written after argumentation was observed. Also, an affirmative change was observed in all of the scientific and social scientific themes. A lot of changes of the scientific writing ability were observed especially when the themes were familar to student. The degree of change depended on the level of the student, but overall it influenced all participating students with a positive improvement for their scientific writing ability. Students with high grade of academic achievement showed high improvement in science writing ability, but students who had low grade of academic achievement also showed a positive improvement in science writing ability.

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The Patterns and the Effects of Science Journal Writing of Elementary School Students (초등학생의 과학일기 유형 분석 및 일기 쓰기의 효과)

  • Park, Hee-Jin;Kwon, Nan-Joo
    • Journal of The Korean Association For Science Education
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    • v.28 no.6
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    • pp.519-526
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    • 2008
  • This study was planned to investigate the patterns and the effect of science journal writing on the science process skill and the scientific attitude of elementary school students. This study tried to show their perceptions about science journal writing in order to find out the value of science journal writing. For this purpose, one class of 6th graders in an elementary school was tested. The results from this research show as follows: Science journals are classified into 9 types according to content and form. Writings about curiosity are the most frequent. Science concepts are found in observational journal. Science journals are more effective in the development of the science process skills and scientific attitude. Students are revealed to be in positive aspects through the research about science journal. In conclusion, science journal writing should be emphasized in science education for elementary school students.

The Effects of Writing Science Diary on Science Learning Motivation, Science Academic Achievement and Ecological Sensitivity of Elementary Students - Focused on the Unit of the Structure and Function of Plants - (과학일기 쓰기가 초등학생의 과학학습 동기, 과학 학업성취도, 생태적 감수성에 미치는 효과 - "식물의 구조와 기능" 단원을 중심으로 -)

  • Lee, Seung-hwa;Lee, Hyeong-cheol
    • Journal of Korean Elementary Science Education
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    • v.38 no.3
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    • pp.387-394
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    • 2019
  • The purpose of this study was to investigate the effects of writing science diary on science learning motivation, science academic achievement and ecological sensitivity of elementary students. Teaching unit was focused on 'The structure and function of plants' in 6th grade science text book. The subjects of study were 51 students of two classes. One class of 25 students, experimental group, wrote science diaries as homework. While the other class of 26 students, comparative group, performed homeworks with fill-in-the-blank worksheets. The results of this study can be summarized as follows: First, writing science diary had a meaningful effect on improvement of science learning motivation. Second, writing science diary had a meaningful effect on improvement of science academic achievement. Third, writing science diary had a meaningful effect on improvement of ecological sensitivity. And we could find that students had a favorable impression and high satisfaction level about writing science diary from the questionnaire.

Differences of Science Writing Tendencies according to the Level of Meta-cognition Between General and Gifted Students (영재 선발을 위한 초인지 사고 수준에 따른 학생들의 과학글쓰기 경향성 분석)

  • Son, Jeong-Woo
    • Journal of Gifted/Talented Education
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    • v.20 no.1
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    • pp.131-150
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    • 2010
  • This research was planned to analyze the students' science writing tendencies according to the level of meta-cognition for using as materials of selection of gifted students. To get results, meta-cognition writing tests which measured critical thinking ability and problem solving ability were developed, and the students' the level of meta-cognition was measured. Thereafter We analyzed the students' science writing tendencies in accordance with the level of meta-cognition through the science writing with meta-cognition task(the main theme are expectation; explanation; claim; criticism; imagination), and found out the students' ability of science writing was different with the level of meta-cognition. Students with the low level meta-cognition did not represent their thinking well, but students with the high level meta-cognition were try to upgrade their writing through highly concentration and perceiving theirs writing mistakes. As this results, science writing is useful as materials of selection of gifted students.

Effect of the Activity after Reading Books on Science toward Creativity (과학 관련 도서 독후 활동이 초등학생의 창의성에 미치는 영향)

  • Jang, Hye-Jin;Shin, Young-Joon
    • Journal of Korean Elementary Science Education
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    • v.28 no.2
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    • pp.187-196
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    • 2009
  • The purpose of this study was to investigate the impact on creativity when the elementary fifth-grade students do the activity with impression writing or the activity with science writing after reading books on science. The subjects for this study were students in two fifth-grade classes in an elementary school that was located in Incheon. The two classes were respectively selected as an experimental group and a comparison group. The comparison group read books on science and did the activity with impression writing for 6 weeks. And, the experimental group also read books on science and did the activity with science writing for 6 weeks. According to the result of the effect on the creativity, the experimental group was better than the comparison group. This study showed that the activity with science writing was more effect than the activity with impression writing to boost the creativity. After a detailed analysis about the creativity, this study showed a boost for all area of subordinate creativity.

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The Effects of Science Writing Heuristic Class on the Metacognition and Scientific Creativity (탐구적 과학 글쓰기 활용 수업이 메타인지와 과학적 창의성에 미치는 효과)

  • Lee, Eun-A;Kim, Young-Gwon
    • Journal of the Korean Society of Earth Science Education
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    • v.7 no.1
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    • pp.54-63
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    • 2014
  • This study explored the effect of using the inquiry-based science writing heuristic approach in class on metacognition and scientific creativity to enhance the ability of solving problems in science classrooms of elementary students. The results of this study were as follows. First, the science writing heuristic had a positive influence on the usage of metacognition necessary for learners to solve the problem with science. Second, the science writing heuristic contributed to the improvement of scientific creativity. In the process of inquiry-based approach, learners used scientific knowledge to come up with ideas and produce outcomes, therefore they could seek sanswers to scientific problems for themselves. Third, the science writing heuristic produced a positive awareness of science process skill because learners had more opportunities to think on their own than an existing passive class. In conclusion, this study found that the inquiry-based science writing heuristic approach encouraged learners to do inquiring activities in school classrooms, therefore contributing to the application of metacognition and the improvement of scientific creativity.

Exploring Writing Education Standards for Secondary School Science Teachers (중등 과학교사 글쓰기 교육 기준 탐색)

  • Eo, Seon-Sug;Cho, Hee-Hyung
    • Journal of The Korean Association For Science Education
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    • v.32 no.1
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    • pp.182-200
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    • 2012
  • There is growing recognition that secondary students must be given the opportunity to write in their science classrooms as well as in scientific inquiry based learning situations, yet the development of writing education standards for secondary school science teachers still needs to be addressed. The primary objective of this research was to explore the writing education standard for secondary school science teachers. The research objective was attained through the use of literature analyses. Drawing upon those results of the related literature analyses, this study suggests a list of writing education standards for secondary school science teachers. The list consists of 17 education standards and includes 42 sub-standards in total across four education areas.