• Title, Summary, Keyword: Science writing

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The Effect of Science Journal Writings on the cognitive and affective features of the science gifted students (과학일지 쓰기가 과학영재의 인지적 ${\cdot}$ 정의적 특성에 미치는 영향)

  • Lee, Jeong-Hee;Woo, Kyu-Hwan
    • Journal of Gifted/Talented Education
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    • v.14 no.4
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    • pp.15-45
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    • 2004
  • The purpose of this study is to find out the effect of science journal writings on the cognitive and affective features of the science gifted students. In this research, the tasks of on-line science journal writings were assigned for 6 months and the subjects in this study were 21 students of Chemistry Division of the Center for Science Gifted Education, Seoul National University. Consequently in science journals, science concepts are found in various aspects according to the writing formats, and psychological and behavioral characteristics of the science-gifted are revealed in positive or negative aspects. In cognitive prospect, science journal writing equips students with better understanding about science concepts and scientific research. In affective prospect, science journal writing help students improve observation and attitude toward science as wren as writing skills. Accordingly, science journal writing has positive effect on cognitive and affective characteristics of the science-gifted. In conclusion, acknowledged by most of science-gifted students as both beneficial and appropriate in their education program, science journal writing should be emphasized in education for science-gifted students.

Scientific Reasoning Differences in Science Writing of Elementary School Students by Grades (초등학생들의 과학 글쓰기에 나타나는 과학적 추론의 학년별 차이)

  • Lim, Ok-Ki;Kim, Hyo-Nam
    • Journal of The Korean Association For Science Education
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    • v.38 no.6
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    • pp.839-851
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    • 2018
  • The purpose of this study is to analyze the science reasoning differences of elementary school students' science writing. For this purpose, science writing activities and analysis frameworks were developed. Science writing data were collected and analyzed. Third to sixth grade elementary students were selected from a middle high level elementary school in terms of a national achievement test in Seoul. A total of 320 writing materials were analyzed. The results of the analysis were as follows. Science writings show science reasoning at 52 % for $3^{rd}$ grade, 68% for $4^{th}$ grade, 85% for $5^{th}$ grade, and 89% for $6^{th}$ grade. Three types of scientific reasoning such as inductive reasoning, deductive reasoning, and abductive reasoning appeared in science writing of the third to sixth graders. The abductive reasoning appeared very low in comparing with inductive and deductive reasoning. Level three appeared the most frequently in the science writing of the elementary students. The levels of inductive and deductive reasoning in science writing increased according to increasing grade and showed statistical differences between grades. But the levels of abductive reasoning did not show an increasing aspect according to increasing grade and also did not show statistical differences between grades. The levels of inductive reasoning and deductive reasoning of the 3rd grade was very low in comparing with the other grades.

Is the new writing style possible in library and information studies\ulcorner (문헌정보학 연구에 있어서 글쓰기의 혁신은 가능한가)

  • 김정근;김영기
    • Journal of Korean Library and Information Science Society
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    • v.22
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    • pp.27-59
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    • 1995
  • The present writers have raised some basic questions related to writing. Do the theses produced in the library and information science field tell our story\ulcorner Are they field-oriented\ulcorner Are they easy to be read and to be a n.0, pplied by the librarians\ulcorner Problems in writing include research theme, research method and writing style. The present writers have a n.0, pplied phenomenological a n.0, pproach to these problems, using the observation of 'Co-workers Team' and interpretation of the 'Term Paper Collection'(vol.1-vol.5). Co-workers Team members consist of professors and graduate students in the Department of Library, Archives and Information Studies of the Pusan National University. We have made some proposals in this paper: First, we should not talk about American story. We should talk about our own story, and go back to basic themes. This proposal is related to the innovation of research theme. Second, qualitative research method should be introduced extensively in library and information science. Third, the strict 'thesis-oriented' and 'text-oriented' writing style should be overcome. The prevalent writing style in our field is so uniform that they are not capable of describing the intricate problems like "our living library".ary".uot;.

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The Effects of Argument-Based Inquiry Using the Science Writing Heuristic (SWH) Approach on Argument Structure in Students' Writing (학생들의 글쓰기에 나타난 논의구조에 미치는 탐구적 과학 글쓰기 활동의 효과 분석)

  • Jang, Kyung-Hwa;Nam, Jeonghee;Choi, Aeran
    • Journal of The Korean Association For Science Education
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    • v.32 no.7
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    • pp.1099-1108
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    • 2012
  • The purpose of this study was to examine the effects of argument structure on students' writing in implementation of argument-based inquiry using the Science Writing Heuristic (SWH) approach. Participants of this study were 108 8th grade students (three classes). Two classes (68 students) were assigned to an experimental group, and the other class (35 students) was assigned to a comparative group. The experimental group was taught argument-based inquiry using the Science Writing Heuristic (SWH) approach, while the comparative group was taught with the traditional teaching strategy. After implementing this program, the two groups were asked to write summaries using structured argumentation in their writing. The result of this study showed that the experimental group used better argument structure and multimodal representation such as pictures, graphs and examples in evidence than the comparative group. The quality of evidence used in the students' writing was different between two groups. Students of the comparative group only listed fragments of science concepts for evidence to support their claims, but students of the experimental group explained science concepts by giving specific examples. The findings show that argument-based inquiry using the SWH approach was effective on argument structure in students' writing.

The Effect of Class based on Creative Science Writing for the Interest in Biology and the Scientific Attitude (창의적 과학글쓰기를 활용한 수업이 생물에 대한 흥미와 과학적 태도에 미치는 효과)

  • Kim, Hyung-Ja;Byeon, Jung-Ho;Kwon, Yong-Ju
    • Journal of Science Education
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    • v.36 no.2
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    • pp.198-215
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    • 2012
  • Purpose of this study is to clarify the effect of creative science writing for interest of biology and scientific attitude on high school student. Creative science writing is a learning method to enhance comprehension and expression of thinking of science contents related to daily life. 148 students were recruited and divided into two groups, experimental group were experience creative science writing lessons. On the other hand, contrary group were applied interest enhancement lessons excepted creative science writing activity. To investigate the effect of creative science writing, interest check of biology was used, and scientific attitude test was used to understand changes in student's scientific attitude. Experimental group had taught using creative science writing and their awareness of the instruction was analyzed with questionnaire. As a result of this study, the class based on creative science writing was effective in improving high school students' interest in biology and in particular it was helpful in promoting interest in biology and learning of biology. It suggested that the class based on creative scientific writing used a new teaching method unlike existing methods, caused them to have interest in the instruction by making them express their daily life freely not to memorize learning contents, applied learning contents to daily life through many kinds of writings and then enhanced their interest in biology. Indeed, the class based on creative science writing had the positive influence on changes in the scientific attitude of high school students. Since creative science writing is writing one's own idea through extensive thinking based on learning contents, it was effective in arranging the process of thinking and changing their scientific attitude into positive one. Consequently, it was concluded from the above results of the research that the teaching using creative science writing was available as the effective teaching methods to improve high school students' interest in biology and change their scientific attitude into positive one.

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An Comparison Analysis of Science Writing Tasks in the Chemistry Domain of Middle School Science Textbooks Developed under the 2007 & the 2009 Revised National Curriculums (RNC) (2007 개정·2009 개정 중학교 과학 교과서 화학영역에 사용된 과학 글쓰기 문항의 비교 분석)

  • Lee, Gyu Hui;Hong, Hun-Gi
    • Journal of the Korean Chemical Society
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    • v.58 no.6
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    • pp.600-611
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    • 2014
  • In this study, we sampled science writing tasks and investigated their frequency of use shown in the chemistry domain from two sets of 18 middle school science textbooks developed under the 2007 Revised National Curriculum(RNC) and the 2009 RNC, respectively. In addition, we categorized the sampled science writing tasks depending on the cognitive process and type of writing and compared with the results obtained from analysis of global issues presented in the science writings. From the textbooks developed under the 2007 RNC, a total of 183 science writing tasks were identified in which 10.17 tasks per textbook and 1.32 tasks per 10 pages were used averagely. A total of 168 were identified from the textbooks for the 2009 RNC. Among them, 9.33 tasks per textbook and 1.23 tasks per 10 pages were used on average. Comparing with these results, the average frequency of use of the tasks per textbook and per ten pages were decreased, respectively. Moreover, the number of science writing tasks were found in each curriculum varied considerably depending on the units and the publishers, and that the writing tasks were mainly arranged in the finale, wrapping up stage. In the analysis of science writing tasks according to the cognitive process, the highest and lowest frequency of use were observed in the category of 'understand' and 'remember', respectively. According to the classification of science writing tasks based on the types of writing, the writings for the information delivery were most used and the highest frequency of use was observed in the category of 'understand' of the cognitive process belonging to 'information delivery'. As for the results of the analysis of global issues, the number of science writing tasks including global issues increased from 21(11.48%) in the 2007 RNC to 33(19.64%) in the 2009 RNC. Furthermore, science writing tasks associated with protection of environment showed the highest frequency of use in the both curriculums, and it was analyzed that the materials of global issues used in the 2009 RNC were much more diverse.

The Effects of the Science Writing Heuristic Approach on the Middle School Students' Achievements (중학생의 성취 수준에 따른 탐구적 과학 글쓰기(Science Writing Heuristic) 수업의 효과)

  • Shin, Soyoung;Choi, Aeran;Park, Jong-Yoon
    • Journal of The Korean Association For Science Education
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    • v.33 no.5
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    • pp.952-962
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    • 2013
  • The purpose of this study was to investigate the effects of the Science Writing Heuristic (SWH) approach on the students' summary writing, logical thinking and achievements for the course. Participants in this study were 132 female students from a girls' middle school. The SWH approach was used for two experimental classes and the typical teacher-centered instructional approach was used for two comparative classes. Summary writing test, logical thinking test (GALT) and achievement test for the course were administered before and after the instruction period. Results of this study indicated that the SWH approach was helpful for students in finding big ideas, understanding science concepts, developing logical thinking abilities and doing well in the course. This study also implied that the SWH approach was effective for the low achieving students.

An Investigation of Students' Science Writing Processes Using Think-aloud Method (발성사고법을 이용한 학생들의 과학 글쓰기 과정 탐색)

  • You, Jiyeon;Kang, Sukjin;Kim, Jiyeong;Noh, Taehee
    • Journal of The Korean Association For Science Education
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    • v.33 no.5
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    • pp.881-892
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    • 2013
  • It has been recently emphasized that comprehensive understanding of students' cognitive activities in the process of writing as well as final product is needed in order to develop an effective strategy for science writing. In this study, we investigated the characteristics of writing process in the situation that students wrote a composition in solving the application problem on a science topic. Seven eighth graders selected in the consideration of their science achievement and communication skills were asked to write a composition using think-aloud method. They were also interviewed after their writing work. The analyses of the results indicated that students' writing processes consisted of six distinctive components: generating, organizing, setting, translating, evaluating, and revising. It was also found that the patterns of process components for each student were different in terms of the frequency and the sequence. The patterns of process components were categorized into four types: systematic, tacit planning, trial and error, and random strategies. Educational implications were also discussed.

Low Writing Field on Perpendicular Nano-ferromagnetic

  • Wibowo, Nur Aji;Rondonuwu, Ferdy S.;Purnama, Budi
    • Journal of Magnetics
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    • v.19 no.3
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    • pp.237-240
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    • 2014
  • For heat-assisted magnetic recording, magnetization reversal probabilities of nano-Pt/MnSb multilayer film with perpendicular magnetic anisotropy under thermal pulse activation were investigated numerically by solving the Landau-Lifshift Gilbert Equation. Magnetic parameters of nano-Pt/MnSb multilayer were used with anisotropy energy of $3{\times}10^5$ erg/cc and saturation magnetization of 2100 G, which offer more than 10 y data stability at room temperature. Scheme of driven magnetic field and thermal pulse on writing mechanism was designed closely to real experiment. This study found that the chosen material is potential to be used as a high density magnetic storage that requires low writing field less than two-hundreds Oersted through definite heating and cooling interval. The possibility of writing data with a zero driven magnetic field also became an important result. Further study is recommended on the thickness of media and thermal pulse design as the essential parameters of the reversal magnetization.

Direct Instruction and Use of Online English Writing Software on EMI Class-Takers' Self-Efficacy

  • Murdoch, Yvette Denise;Kang, Alin
    • International Journal of Contents
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    • v.15 no.4
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    • pp.97-106
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    • 2019
  • EMI (English as a Medium of Instruction) classes are now accepted policy at Korean universities, yet students often struggle with required academic English writings. The present study examined an EMI class that used direct instruction and access to online assistive English writing software. From preliminary analysis, 26 students expressed interest in how an EMI academic writing class could facilitate improved English writing skills. Study participants completed a survey on self-efficacy and learning needs and assignments for an EMI academic writing class. To establish inter-rater reliability, three trained raters assessed the written essays of students prior to and after instructional intervention. Fleiss' Kappas statistics showed moderate reliability. Students' opinions on the use of online software were also analysed. Paired t-test was run on the quality of students' pre- and post-instruction assignments, and there was significant difference in the rated scores. Self-efficacy was found to have moderate positive association with improved post-essay writing scores.