• Title, Summary, Keyword: Science writing

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The Effect of Scientific Writing Program using Thinking maps on the Scientific Gifted Children's Scientific Process Skill and Creativity (Thinking maps를 활용한 과학글쓰기가 초등과학영재의 과학탐구능력 및 창의성에 미치는 효과)

  • Cho, Hye-Jin;Lee, Hyeong-Cheol;Kim, Eun-Jin
    • Journal of the Korean Society of Earth Science Education
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    • v.4 no.2
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    • pp.166-176
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    • 2011
  • The purpose of this study was to examine the effect of the science gifted children's Science Process Skiils and Creativity development by Scientific Writing Program using Thinking maps. To verify research problem, the subject of this study were third-grade students selected from two classes of an elementary scientific gifted students located in Ulsan : the search group is composed of twenty students who were participated in TScientific Writing Program using Thinking maps, and the other is composed of twenty students (comparison group) who were participated in teacher map based instruction in comparison group. Pro-test showed following results: First, the search group showed a significant improvement in the science process skills compared the comparison group. Second, the search group didn't showed a significant improvement in creativity compared in the comparison group. In conclusion, Scientific Writing Program using Thinking maps was more effective than teaching model using the teacher map on science process skill and creativity.

Effects of a Creative Science Writing Program on 2nd Grade Elementary School Students' Creativity and Scientific Attitude (초등학교 2학년 슬기로운 생활에서 창의적 과학글쓰기 프로그램이 창의성과 과학적 태도에 미치는 영향)

  • Moon, Yea Kyung;Chung, Young Lan
    • Journal of Korean Elementary Science Education
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    • v.31 no.2
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    • pp.208-215
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    • 2012
  • A creative science writing program was developed, and applied to 2nd grade elementary students. Two 2nd grade elementary school classes in Seoul district were selected for the current study. A Pretest-Posttest Control Group Design was applied. The experimental group adopted the creative science writing program and the control group maintained traditional lectures for 12 classes. TTCT(Torrance Test of Creative Thinking) figural test and a scientific attitude test were conducted on both groups. According to the analysis, TTCT score of the experimental group was significantly higher than that of the control group (p<.01). Among several subscales of TTCT, elaboration and resistance to premature closure was especially improved. Also, scientific attitude scale of the experimental group was significantly higher than that of the control group (p<.01). Among subscales of scientific attitude, the creative science writing program was effective on improving students' open-mindedness, critical mindedness, cooperation, voluntariness, and endurance. Gender was not a factor in the improvement of both students' creativity and scientific attitude.

The Impact of the Science Writing Heuristic Approach on Students' Use of Multiple Representations in Science Writing and Students' Recognition about Multiple Representations (탐구적 과학 글쓰기 활동이 학생들의 글쓰기에서 나타난 다중 표상에 미치는 영향 및 다중 표상에 대한 학생들의 인식)

  • Nam, Jeonghee;Park, Jiyeon;Lee, Dongwon
    • Journal of the Korean Chemical Society
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    • v.56 no.6
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    • pp.759-767
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    • 2012
  • The purpose of this study was to examine the impact of Science Writing Heuristic (SWH) on multiple representations in students' writing and to survey experimental group students' recognition about the use of multiple representations. For this study, Participants of this study were 158 students in 7th grade. 94 students were assigned to the experimental group and 64 students were assigned to the comparative group. The experimental group showed significantly higher mean score than comparative group at utilizing multiple representation in summary writing. Interview analysis indicated that all students who participated in interviews, regardless of solid multi-modal competency, recognized that use of multiple representations with appropriate explanations enable to communicate science information persuasively.

The Impact of Argumentation-based General Chemistry Laboratory Programs on Multimodal Representation and Embeddedness in University Students' Science Writing (논의가 강조된 일반화학실험이 대학생들의 글쓰기에서 나타난 다중 표상 및 다중 표상의 내재성에 미치는 영향)

  • Nam, Jeong-Hee;Cho, Dong-Won;Lee, Hye-Sook
    • Journal of The Korean Association For Science Education
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    • v.31 no.6
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    • pp.931-941
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    • 2011
  • This study aimed to examine the effects of argument-based chemistry laboratory investigations using the Science Writing Heuristic (SWH) approach on students' use and embedding of multimodal representations in summary writing. Participants of this study were thirty-nine freshman students majoring in science education at a National University in Korea. Argument-based chemistry laboratory investigations using the SWH approach were implemented for twenty-three students enrolled in one cohort, and the traditional chemistry laboratory teaching was implemented for 16 students enrolled in the other cohort. Summary writing samples were collected from students before and after the implementation. Summary writing samples produced by students were examined using an analysis framework for examining the use and embeddedness of multimodal representations. Summary writing was categorized into one of verbal mode, symbolic mode, and visual mode. With regard to the embedding of multi-modal representations, summary writing samples were analyzed in terms of 'constructing understanding,' 'integrating multiple modes,' 'providing valid claims and evidence,' and 'representing multiple modes.' Data analysis shows that the students of the SWH group were better at utilizing and embedding multimodal representations in summary writing as they provided evidence supporting their claims. This study provides important implications on pre-service science teacher education.

Research Trends in Writing Education in Science and Engineering (이공계 글쓰기 수업 연구의 동향)

  • Kim, Jung-Yi
    • Journal of the Korea Convergence Society
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    • v.9 no.1
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    • pp.41-50
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    • 2018
  • The purpose of this study is to analyze the trends after surveying Korean researches on writing classes of science and engineering college students. In this study, we reviewed the trends of the researches and summarized the fields of the journals. The contents of researches were classified into the general discussion on the science and engineering writing class and the discussion on the contents of education and the teaching methods. The flow of discussion about writing class was developed in detail closely related with characteristics of science and engineering discipline, composition of writing class, educational goal and curriculum of engineering education certification system. A number of researches have proposed contents and methods of education developed through the analysis of textbooks, school and case studies. It is necessary to develop active research on various perspectives and topics such as students, teachers, evaluation, and systems in the future.

The Influence of Argumentation on the Scientific Writing of Elementary School Students (논의활동이 초등학생의 과학글쓰기에 미치는 영향)

  • Kang, Myo-Jeong;Kong, Young-Tae
    • Journal of Science Education
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    • v.38 no.2
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    • pp.286-301
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    • 2014
  • The purpose of this study is to examine the influence of argumentation for elementary students' scientific writing. Using nine subjects that were comprised of scientific situations and social scientific situations, this study was applied to four 5th grade students utilizing argumentation and scientific writing. The students' scientific writing and argumentation were collected and analyzed based on three domains of scientific writing: scientific thinking, logic, and creativity. The results from this study are as follows. First, the various contents of argumentation positively affected all of the scientific writing domains in post-argumentation scientific writing. Second, the contents of argumentation appeared in the post-argumentation scientific writing as three different forms: 1) Each individual's scientific concepts, claims, and ideas, which were newly mentioned in the process of argumentation, were expressed, 2) Their classmates' claims, grounds and ideas, which were discussed in the process of argumentation, were expressed through internalization, and 3) Expanded ideas, new claims and inferences based on the argumentation were expressed.

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The Effect of Science Writing Activities on High School Students' Scientific Thinking Ability in Life Science I Class (생명 과학I 수업에서 과학 글쓰기 활동이 고등학생의 과학적 사고력에 미치는 영향)

  • Lee, Jungeun;Jeong, Eunyoung
    • Journal of Science Education
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    • v.37 no.3
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    • pp.476-491
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    • 2013
  • The purpose of this study was to investigate the effect of science writing activities on high school students' scientific thinking ability in Life Science I class. In order to do this, 6 teaching-learning materials dealing with science writing and an evaluation tool for scientific thinking ability were developed. And the subjects were 224 high school students of 6 classes. As a result of applying science writing activities in Life Science I class, the students' scientific thinking ability was improved. And students' inductive/deductive/critical/creative thinking ability was improved. In addition, in the most of the evaluation criteria of scientific thinking ability, the scores of posttest were higher than those of pretest. The number of students to show higher performance levels was increased. Therefore, science writing activities have positive effect on high school students' scientific thinking ability. This study provides some implications for teaching science writing activities to develop students' scientific thinking ability.

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The Effect on Academic Achievement and Science-Related Affective Domain of Elementary Students through Science Journal Writing (과학일지 쓰기가 초등학생의 과학 학업성취도와 정의적 영역에 미치는 영향)

  • Kwak, Min-Sook;Lee, Yong-Seob;Han, Young-Wook
    • Journal of the Korean Society of Earth Science Education
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    • v.2 no.1
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    • pp.1-12
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    • 2009
  • The purpose of this study is to find out the effect on academic achievement and science-related affective domain of elementary students though science journal writing about the units of Science textbook of the first semester of the sixth grade. The results indicate that science-journal writing has influenced the students positively in the academic achievement of a lower group's academic achievements, in science related attitudes, 'voluntariness' and 'cooperation', in science learning motives, 'self-satisfaction for science', 'superficial strategies for science', and 'expectation for science', in fear level for science subjects, its lower fear class, 'experiment performance'. A middle group was revealed to have more positive improvement in 'cooperation' and 'perseverance', both of which were lower categories of science related attitudes, and as subgrade of science learning motives, 'self-efficiency for science' and 'expectation for science' stood out. For fear level for science subjects, the lower group gained distinctive results from 'science evaluation'.

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The Effectiveness of IIM-based Science Writhing Lessson on Science Process Skills and Self-Directed Learning in Elementary Science-Gifted Students (IIM 기반 과학 글쓰기 수업이 초등과학영재의 과학 탐구 능력과 자기 주도적 학습능력에 미치는 효과)

  • Shin, Myeung-Ryeul;Lee, Yong-Seop
    • Journal of the Korean Society of Earth Science Education
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    • v.4 no.3
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    • pp.267-277
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    • 2011
  • The purpose of this study is to examine the effect of IIM-based science writhing lesson on the science process skills and self-directed learning in elementary science-gifted students. To verify research problems, the subjects of this study were forth-grade students selected from one classes of an elementary science-gifted class in Busan National Universty of education : the research group is composed of twenty students who were participated in IIM-based science writing lessons. During 12 weeks, the IIM-based science writing lessons was executed in the reasearch group. Post-test showed following results: First, the research group showed a significant improvement in the science process skill. We look into detailly this, the research group showed a significant improvement in the basis science skill. The sub-factor 'expectation' of the science process skill effects a significant improvement. Second, the research group showed a significant improvement in the self-directed learning. In conclusion, IIM-based science writing lesson was more effective on science process skill and self-directed learning. However, since the study has a limit on an object of the study and the applied program, the additional studies need to be conducted with an extended comparative group and program.

Facilitating Productive Reflection of Pre-service Elementary Teachers through Reflective Journal Writing and Discussion about Science Peer Teaching Practice (과학 모의 수업에 대한 반성 저널 쓰기와 토론을 통한 초등 예비교사의 생산적 반성 증진)

  • Yoon, Hye-Gyoung
    • Journal of Korean Elementary Science Education
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    • v.32 no.2
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    • pp.113-126
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    • 2013
  • In this study, the researcher aimed to increase productive reflection of pre-service elementary teachers through reflective journal writing and discussion after science peer teaching practice. 'Productive reflection' involves consideration and analysis of interrelationships among aspects of teaching including learners and learning, subject matter knowledge, assessment, and instruction. During 8 week efforts, productive reflection has increased gradually in both individual journal and class discussion. However half of individual journals didn't show productive reflection even in the final stage. This implicated that development of reflective thinking is an achievable but progressive change. By describing the progress in discussion and participants' responses on journal writing and discussion activity, this study shed light on practical ways of enhancing reflective teacher education.