• Title, Summary, Keyword: Science writing

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The Process of Group Writing and Processes Factor (집단글쓰기수업의 단계별 하위요소 탐색)

  • Kim, Semi;Kim, Sung-Won
    • Journal of The Korean Association For Science Education
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    • v.35 no.4
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    • pp.585-598
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    • 2015
  • This study aims to investigate the components of group writing through three steps of group writing course consist of collecting information, organizing information, and revision. A total of 19 pre-service teachers who took the science argumentation course participated in the group writing activity. They made up a group of four or five and chose one subject from among socioscientific issues for group writing. The discussion contents and writing were analyzed inductively to find the group writing components at every step. The results of the study are as follows: First, components in the step of collecting information were (1) sharing information (2) understanding information. and (3)judging information. Second, components in the step of organizing information were (1) categorizing information, (2) decentralization, (3) balancing information, and (4) reflection. The last, process components in the step of revision were (1) unification of form, (2) global review, and (3) improving readability.

Using the Writing Template provided by the Science Writing Heuristic (SWH) approach for Quality Arguments

  • Choi, Aeran
    • Journal of The Korean Association For Science Education
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    • v.32 no.9
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    • pp.1470-1488
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    • 2012
  • This study examined changes in the quality of written arguments produced by freshman students in general chemistry laboratory classes using the SWH approach over a semester; difference in the quality of written argument between the original writing template (year I) and the extended writing template (year II); and any difference between Total Argument and Holistic Argument scores. 140 writing samples from 14 students on the year I and 228 samples from 19 students on the year II were collected. Results indicated that despite fluctuations, the students were producing stronger argument by the end of semester compared to the beginning of the semester. Original SWH template group received significantly higher argument scores than extended SWH template group. For the most of year I laboratory investigations, there was no significant difference in the quality of argument between Total Argument and Holistic Argument scores. An implication of this study would be to provide opportunities for students to practice constructing arguments using the original SWH writing template including questions, claims, evidence, and reflection.

A Study of the Elementary School Teachers' Perception of Science Writing (초등학교 교사들의 과학 글쓰기에 대한 인식 연구)

  • Song, Yun-Mi;Yang, Il-Ho;Kim, Ju-Yeon;Choi, Hyun-Dong
    • Journal of The Korean Association For Science Education
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    • v.31 no.5
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    • pp.788-800
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    • 2011
  • The purpose of this study was to investigate the elementary school teachers' perception of science writing. In this study, 10 elementary school teachers who have taught in the 3rd or 4th grade science lesson in 2010 were selected. Researchers constructed interview guide in three parts including the teachers' understanding of science writing, the status of science writing teaching and the difficulties of science writing in their classes. For the investigation, semi-structured in-depth interviews with 10 elementary school teachers were conducted individually. The results showed that the elementary school teachers were unfamiliar with the word ‘science writing’ and considered science writing as a writing using science learning contents. Also, they think that teaching science writing in their science lessons was not needed and didn't assess and provide detailed feedback with the students' written works. Most teachers needed teaching materials and assessment tools for science writing. To develop elementary teachers' understanding of the value and use of writing for learning in science, they will need to participate in science writing programs for in-service teachers and various teaching materials and assessment tools should also be developed.

Requirement of Writing in KEC2005 and Preparing the Research Paper - Focused on the Experience of 'Writing in Science & Technology' in Seoul National University (공학교육인증의 글쓰기 요구와 연구논문 작성 - 서울대 공대 '과학과 기술 글쓰기' 강좌 경험을 중심으로)

  • Kim, Hoon-Gi
    • Journal of Engineering Education Research
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    • v.13 no.4
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    • pp.3-14
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    • 2010
  • This paper examines what kind of writing ability KEC2005 requires for upper grades of engineering college. According to KEC2005, they need writing ability in the field of majors, especially capstone design subjects as well as general communication skills. An experience on preparing a quasi-research paper has some potential to be better for these demands than other writing training forms. The contents of assignments submitted by the students taking a class 'Writing in Science & Technology' in Seoul National University in 2009 supported this point of view. This paper is about a case study discussing the detailed relationship between KEC2005 and writing, and helps engineering colleges to design their own writing programs.

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Case Study on the Writing of the Papers of Journal of the Korean Association for Science Education (한국과학교육학회지 논문의 글쓰기 사례 연구)

  • Han, JaeYoung
    • Journal of The Korean Association For Science Education
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    • v.35 no.4
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    • pp.649-663
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    • 2015
  • This study investigated the current state of writing in research papers of science education with focus on the translationese and basic Korean grammar, and found a way of improving the Korean language. The science education research have characteristics of both social science and natural science, and of having more quantitative than qualitative research, which could influence the writing of the research paper. The translationese means the conventional expression originated from foreign language other than Korean. The basic Korean grammar includes 'agreement,' 'spelling, word spacing, punctuation mark,' 'causative suffix,' 'use of English or loanword,' and the translationese is divided in 'English,' 'Japanese,' and 'English and Japanese.' The sentences in nine research papers in the 'Journal of the Korean Association for Science Education' were analyzed, and the problematic sentences were discussed and provided with alternatives. The cases with high frequency include '-jeok,' 'use of English,' 'expression of the plural,' 'passive voice of the verb with -hada,' '-go inneun,' '-eul tonghayeo,' '-e daehayeo,' 'gajida,' 'genitive case marker -eui,' 'passive voice with subject of thing,' and 'causative suffix, -sikida.' Based on the results, the characteristics of writing of science education research papers were described as 'writing of quantitative research,' 'objective writing of academic research,' and 'writing of research of foreign origin.' In order to improve the writing of research paper of science education, the science education researcher should pay attention to basic Korean grammar and the translationese, and be familiar with the concrete examples of problematic cases. The results of this study could be used in the education of writing and grammar of Korean language.

The Implementation of Argumentation Using Science Writing Heuristic (SWH) in Middle School Science (논의를 강조한 탐구적 과학 글쓰기(Science Writing Heuristic)의 중학교 과학 수업에의 적용)

  • Nam, Jeong-Hee;Kwak, Kyoung-Hwa;Jang, Kyung-Hwa;Hand, Brian
    • Journal of The Korean Association For Science Education
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    • v.28 no.8
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    • pp.922-936
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    • 2008
  • The purpose of this study was to investigate the effects of the Science Writing Heuristic (SWH) teaching strategy on cognitive levels, science concept understanding, argumentation and writing skills. 131 students attending to co-ed middle school were selected for the study and assigned to the experimental and comparative group. The teaching strategy using SWH was applied to the experimental group, while the traditional one led by teacher's lecturing was applied to the comparative group. The cognitive level test (SRT II) and baseline test were administered before the instruction period. The summary writing test and SRT II test were administered after instruction. The results showed that there was a significant difference between two groups in cognitive levels and science concept understanding, whole argumentation and writing skills. However, there was no significant difference in some argumentation components, including warrant, backing, qualifier, rebuttal, metacongnitive question. The results of this study showed the possibility of implementation of SWH in science classroom teaching.

The Effects of Science Writing Heuristic (SWH) Instruction on Elementary School Students' Science Process Skills and Scientific Attitude (탐구적 과학 글쓰기 수업이 초등학생의 탐구 능력과 과학 태도에 미치는 영향)

  • Lee, Seok-Hee;Kim, Eun-Jin;Chang, Hyun-Jung
    • Journal of Korean Elementary Science Education
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    • v.30 no.4
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    • pp.589-600
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    • 2011
  • The purpose of this study is to examine the effects of science writing heuristic(SWH) instruction based on Tolumin's structure of argument, on students' science process skills and scientific attitude. In the instruction, unstructured problems were selected with issues to be argued, in which interactions among students are stressed. This research involved 58 students of 5th grade at an elementary school, and divided them into an experimental group with 29 and a control group with 29. The former was treated with instruction using argumentation as SWH, while the latter with conventional ways of instruction. Science process skills and scientific attitude were compared between the two groups and within each of the groups. The results implied that science instruction using science writing heuristic is effective in improving learning science process skills and scientific attitude.

A Study on Writing Process Components and Writing Strategies in Argumentative Writing (주장하는 글쓰기에서 나타나는 글쓰기 과정 요소 및 글쓰기 전략 연구)

  • Kang, Sukjin;Jo, Junmo;Noh, Taehee
    • Journal of The Korean Association For Science Education
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    • v.33 no.7
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    • pp.1418-1430
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    • 2013
  • In this study, we investigated the writing process components and the writing strategies that appeared in the process of argumentative writing through students' think-alouds and semi-structured interviews. The subjects were 18 eighth graders. During argumentative writing, students were asked to decide whether they agreed with the given argument or not on the basis of information provided in the writing task. We categorized the writing process components and the writing strategies by analyzing the protocols of students' think-alouds and interviews, and evaluated the level of their written compositions. The analyses of the results indicated that the writing process components of argumentative writing showed different characteristics from those of problem solving writing in several components such as setting goals, organizing an outline, and evaluating content. In addition, the writing process component 'coordinating information' was newly discovered in argumentative writing. The writing strategies were categorized into four groups by the types of decision making (reflective/intuitive) and the existence of outline organization: Reflective decision making and outline organization, reflective decision making and no outline organization, intuitive decision making and outline organization, and intuitive decision making and no outline organization. Students with the reflective decision making and outline organization strategy were found to get the highest scores in written composition in terms of the relationship between the argument and its grounds, the rebuttal of the opposing argument, and the structure of the writing. Educational implications are discussed.

Analysis of Student Science Writing and Perception on Argument-Based Claim and Evidence Writing Approach (논의를 강조한 주장과 증거 글쓰기 수업을 경험한 학생들의 과학 주제 글쓰기 및 인식 분석)

  • Park, Sunyoung;Choi, Aeran
    • Journal of The Korean Association For Science Education
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    • v.34 no.8
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    • pp.787-794
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    • 2014
  • The purpose of this study was to examine the science writing and perception of students who experienced the argument-based claim and evidence writing approach. One hundred and eight grade 11 students were assigned to an experimental group, while 99 grade 12 students were assigned to a comparative group in their earth science classes. Students' science writings on two science topics were scored using an analytic rubric developed in this study. The comparison of experimental and comparative groups in science writing was carried out using an independent two samples t-test. Students' perception on the instruction was examined using an open-ended survey. Science writing by the experimental group scored significantly higher than that by the comparative group, except for the big idea of 'green energy'. For six concepts in 'green energy' and four concepts in 'plate tectonics, there were more students in the experimental group than the comparative group who indicated them in their science writing. Students' perception on the instruction was positive in that they mentioned planning and conducting inquiry, citing of claims and evidence, and developing inquiry questions were helpful in science learning. The results of this study imply that the argument-based claim and evidence writing approach should be implemented in science classrooms for students to develop a conceptual framework for science.

An Exploratory Investigation of the Imaginative Writing Processes of Middle School Students (중학생의 상상하는 글쓰기 과정에 대한 탐색적 연구)

  • Yang, Chanho;Lee, Jaewon;Noh, Taehee
    • Journal of The Korean Association For Science Education
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    • v.34 no.5
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    • pp.511-521
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    • 2014
  • In this study, we conducted an exploratory investigation of the imaginative writing processes of middle school students. Twelve 8th graders were asked to imagine and write about the daily life of atoms, assuming that they became specific atoms for themselves. The think-aloud method was used to investigate students' writing processes. We recorded students' writing processes, and also collected the data through interviews to clarify ambiguities in their writing processes. The analyses of the results revealed that their imaginative writing processes could be classified into the three types by the two aspects of writing process components (retrieving information and generating ideas). That is, the integration of retrieving information and generating ideas, the predominant retrieving information, and the predominant generating ideas. The students who were classified into the type of the integration of retrieving information and generating ideas came up with a story and properly introduced science concepts into it. These suggested that this type of students expressed their own understanding more effectively, and that this type was most appropriate for imaginative writing in learning science. The results also showed that the imaginative writing processes were greatly influenced by whether the planning step was adequately considered or not. On the bases of the results, we suggest the teaching strategies for effective imaginative writing in learning science.