• Title, Summary, Keyword: Science writing

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The analysis of the aspects of science writing in high school science textbooks based on the 2009 revised national curriculum (2009 개정 교육과정에 따른 고등학교 과학 교과서의 과학 글쓰기 제시 양상 분석)

  • Park, Kilsoon;Kang, Eugene;Kim, Jina
    • Journal of Science Education
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    • v.38 no.2
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    • pp.344-355
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    • 2014
  • The 2009 revised curriculum emphasizes science writing as a way to foster scientific thinking, creative thinking and communicative abilities. This research attempted to find out the aspects of science writing in science textbooks by analyzing seven versions of the 2009 revised science textbooks. The results of the analysis are as follows. First, it was found that the proportion of science writing pages is small and the amount of science writing differs a lot depending on the kind of textbook. Also, science writing is generally located in the wrap-up part of each unit, and the amount and the number of science writing vary substantially from unit to unit depending on the textbook. Second, it was found that 'scientific knowledge-explanation' statements have the largest proportion and 'STS-assertion' statements have the second largest proportion in terms of topics and styles of science writing in science textbooks. Some 'scientific knowledge-explanation' statements are not appropriate to foster scientific ability because they evaluate reading comprehension of the suggested passage as nonliterary writing, not the writing itself as a method to learn science. Third, it was found that there are many predicates that do not indicate a clear purpose of the science writing contained in science textbooks.

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The Effects of Science Writing on Cognitive-Affective Aspects of Elementary School Students (과학 글쓰기 활동이 초등학생들의 인지적.정의적 측면에 미치는 효과)

  • Moon, Mi-Hui;Shin, Ae-Kyung
    • Journal of Korean Elementary Science Education
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    • v.31 no.4
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    • pp.413-423
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    • 2012
  • The purpose of this study was to identify the effectiveness of science writing on organizing scientific knowledge and improving science process skills and science attitude, as science educators have indicated. For this study, two classes of $5^{th}$ grade students were chosen in the same elementary school. Subjects were divided into an experimental and a control group. The students in the experimental group took part in a science writing program for 14 lessons of science classes. The students in the control group were taught according to the traditional science program using standard science textbooks. To identify the effects of science writing, both groups' students were tested on science achievement, science process skills, and science attitude before the program implementation and were tested on science concept, science process skills, science attitude after the program implementation. The results of this study showed that the experimental group gains significantly higher scores than the control group in science concept and science attitude, but there was no significant difference on science process skills for either group. In conclusion, science writing had positive effects on science concept and science attitude of elementary school students, helping them to express their thinking logically and systematically, but science process skills were not affected.

Analysis of the Elementary School Participants' Readiness to Write on Scientific Subjects in Science Writing Contest (초등 분야 과학논술대회 참가자들의 과학 글쓰기 능력 분석)

  • Park, Eun-Hee;Jhun, Young-Seok;Lee, In-Ho
    • Journal of Korean Elementary Science Education
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    • v.26 no.4
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    • pp.385-394
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    • 2007
  • In order to investigate elementary school students' readiness to write on scientific subject, we analyzed the participants' draft in elementary student section [National Student Science Writing Contest] which is sponsored by a daily press. As a first step, we designed an assessment framework to analyze the students' writing. It is composed of three domains: scientific thinking, logical validity, creativeness. Each domain has three sub-domains. By using the framework, seven raters scored the students' inquiry reports. The findings reveal that the students needed the training for scientific writing. Especially they had great difficulty in the sub-domain of 'suggestion of rational alternative solution' in scientific thinking domain, the sub-domains of 'clearness' and 'coherence' in logical validity domain, and in the sub-domains of 'creative problem solving' and 'creative presentation' in creative domain.

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Effects of Cornell Typed Science Journal Writing on Elementary Students' Science-Related Attitude (코넬식 과학일지 쓰기가 초등학생의 과학 관련 태도에 미치는 영향)

  • Yeo, Sang-Ihn;Lee, Dae Han
    • Journal of Korean Elementary Science Education
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    • v.33 no.2
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    • pp.415-426
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    • 2014
  • This study aimed to investigate the effects of Cornell typed science journal writing on elementary students' science-related attitude by gender and academic achievement. The subjects of study were 109 elementary students (5th grade). The experimental group performed Cornell typed science journal writing and the control group maintained traditional lectures for one semester. Science-related attitudes of this study are classified into scientific attitudes (7 sub-domains) and attitudes toward science (5 sub-domains). The collected data were analyzed by ANCOVA with SPSS. The results of study were as follows: Several sub-domain (voluntariness, cooperation, perception about science and scientist) of science-related attitudes positively changed in experimental group. Cornell typed science journal writing was especially effective on improving scientific attitude in male students, and attitude toward science in female students. Also, science journal writing was effective on improving science-related attitude (both scientific attitude and attitude toward science) in high-achieving group, but not effective in low-achieving group.

The Effect of Science Writing Classes based on Science Core Competencies in Elementary School (과학과 핵심역량 요소를 기반으로 한 초등학교 과학 글쓰기 수업의 효과)

  • Kim, Eun-Hye;Park, Jae-Keun
    • Journal of Korean Elementary Science Education
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    • v.36 no.4
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    • pp.346-355
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    • 2017
  • The 2015 revised national science curriculum encourages students to cultivate the science core competencies such as scientific thinking, science process skills, scientific problem-solving ability, scientific communication skill, scientific participation and lifelong learning ability. To fill this purpose, we practiced science writing classes based on core competencies and examined the effect of its application. The target unit was 'weather and our life', 'acid and base', 'speed of an object', and 'structure and function of our body' in the fifth grade of elementary school. The results were as follows. First, it was proven that science writing activities based on core competencies did not help improving science process skills of learners. Second, it had a significant effect on the improvement of the learner's self-directed learning ability, in particular, owner spirit, meta cognition and information search. Third, this strategy for science writing changed learners' scientific attitude positively. The above-mentioned results show that this science writing classes can be applicable as one of effective methods in cultivating science core competencies.

An Analysis of Writing by 11th Grade Students on the Theme of Light According to the Type of Task (빛을 주제로 한 11학년 학생의 과제 유형에 따른 글쓰기 분석)

  • Jeong, Hyek;Jeong, Young-Jae;Song, Jin-Woong
    • Journal of The Korean Association For Science Education
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    • v.24 no.5
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    • pp.1008-1017
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    • 2004
  • In physics education, language is an fundamental learning tool as in other subjects. In writing activity, students can get fair opportunities to express their own ideas during the class. Even though there are various styles of writing, students are usually supposed to make a report in their science classes. But there have been few studies in science education on the tasks and features of student's science writing. In this research, different styles of writing tasks were designed for science classes, and students' writing was analysed in terms of conceptual and emotional aspects. Also the usefulness of each task type was discussed relating to school physics education. Four types of writing, i.e. , , , and writing were developed, and 'The reflection of light' was selected as the theme and given to students. Four types of writing were analysed in this paper. In each type of writing, students showed different features in their conception. They also showed emotional expressions in imaginative writing types, that is, and types. Based on these results, it is recommended that in physics teaching various types of writing need to be designed, developed and applied according to the aim of a particular lesson.

Professional and Scholarly Writing: Advice for Information Professionals and Academics

  • Cox, Richard J.
    • Journal of Information Science Theory and Practice
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    • v.3 no.4
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    • pp.6-18
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    • 2015
  • There has been an explosion of new research and writing about all aspects of the information disciplines. Nevertheless, both academics and practitioners often find it difficult to engage in successful writing strategies. Indeed, writing is hard work, and doing it in a way that leads to publication is an even harder task. Since reading is essential to good writing, the challenges of learning to write are obvious. In this essay, I am drawing on many years of experience in writing and publishing, as well as considerable reading of writers’ memoirs, advice books on writing, literary studies, and other perspectives on the experience of writing in order to offer a set of approaches that can be pursued over a lifetime of scholarship and practice. Writing is a craft or art to be learned, and learning demands paying attention to the audience, having clear objectives, being an avid reader, and possessing the ability to accept and learn from criticism. While information professionals and scholars incessantly write for each other, there are large segments of the public and other disciplines who they ignore. Fortunately, the tools and resources for improving one’s writing are both broad and deep; discipline and realistic strategies are all that are required to improve one’s writing and, ultimately, to achieve success in publishing.

The Effects of Argumentation-based General Chemistry Laboratory on Preservice Science Teachers' Understanding of Chemistry Concepts and Writing (논의가 강조된 일반화학실험이 예비교사의 글쓰기 능력 및 화학개념 이해에 미치는 효과)

  • Nam, Jeong-Hee;Koh, Mi-Rye;Bak, Deok-Chan;Lim, Jai-Hang;Lee, Dong-Won;Choi, Ae-Ran
    • Journal of The Korean Association For Science Education
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    • v.31 no.8
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    • pp.1077-1091
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    • 2011
  • The purpose of this study was to examine the effects of argumentation-based general chemistry laboratory on preservice science teachers' chemistry concepts understanding and writing. Five topics about argumentation-based general chemistry laboratory activities were developed using Science Writing Heuristic (SWH) approach. Summary Writing Test, and Chemistry Concepts Test were developed as tools to examine the effects of this approach. Both Argumentation-based general chemistry laboratory activities and traditional general chemistry laboratory activities were implemented for the experimental group (23 students), and traditional general chemistry laboratory activities were implemented for the comparative group (16 students). Results of this study indicated that there were significant differences in both groups' chemistry concepts understanding and summary writing. The experimental group showed significantly higher mean score than comparative group in chemistry concepts understanding and summary writing. In the analysis of the sub-component of Summary Writing, there were no significant difference between both groups in 'Big Idea.' However, the experimental group gained significantly higher mean score in 'argumentation,' 'understanding of science concepts,' and 'rhetoric structure.' The results showed that argumentation-based general chemistry laboratory programs were effective in achieving chemistry concepts understanding and writing in general chemistry laboratory.

The Effects of Science Writing Heuristic Class on 'Seasonal Change' on Science Learning Motivation and Scientific Attitude of Elementary School Students ('계절 변화'에 대한 탐구적 과학글쓰기 수업이 초등학생들의 과학 학습동기 및 과학적 태도에 미치는 영향)

  • Kim, Soon-shik;Lee, Yong Seob
    • Journal of the Korean Society of Earth Science Education
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    • v.10 no.3
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    • pp.278-289
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    • 2017
  • The purpose of this study is to investigate the effect of science writing heuristic class on 'seasonal change' on elementary school students' science learning motivation and scientific attitude. In order to carry out this study, 49 students from 6 grade of elementary school in P metropolitan city were selected and 24 students in one class were selected as experimental group and 25 students in the other class were selected as the comparative group. The experimental group was taught science writing heuristic in 10 times classes related to the 'seasonal change' and the general classes related to the 'seasonal change' were conducted in the comparative group. Based on the results of this study, the conclusions are as follows. First, the science writing heuristic class about 'seasonal change' showed a significant effect on elementary school students' science learning motivation for science class. This is analyzed as a result of the students being more familiar with their science class through science writing heuristic class. Second, the science writing heuristic class about 'seasonal changes' showed a significant effect on elementary school students' scientific attitude. This is because the science writing heuristic class offered elementary school students an opportunity to combine their experiences in daily life with the contents of the class. Third, students' participation, satisfaction, and interest in the science writing heuristic class applied in this study were high. Therefore, it seems to be effective if the science writing heuristic class is used for science class for elementary school students.

Development and Application of a Letter Type Rubric for Guideline in Science Writing of Elementary School Students (초등학생의 과학 글쓰기 수행 안내를 위한 편지글 유형의 루브릭 개발 및 적용)

  • Son, Jin-Soon;Jeoung, Jin-Su;Paik, Seoung-Hey;Chun, Jae-Sun
    • Journal of Korean Elementary Science Education
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    • v.31 no.1
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    • pp.25-39
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    • 2012
  • The purpose of this study was to develop a letter type rubric as a learning method for elementary school students to learn science writing easily and efficiently. For this study, five topics in science textbooks were chosen and modified in everyday life situation. The rubric evaluation criteria were composed of four steps. Two classes of 4th grade of an elementary school in Seoul were selected for applying the developed rubric. The experimental group consisted of 25 students and control group consisted of 28 students. The letter type rubric was treated to experimental group. The results showed that there was a significant difference between two groups in the science writing ability after application. From the survey results, we could conclude that the rubric helps elementary school students to develop the science writing ability and confidence in writing.