• Title/Summary/Keyword: science writing

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Development of Science Writing Teaching Strategy and Its Application to Elementary Science Classes (초등 과학 글쓰기 지도 전략의 개발 및 적용)

  • Koo, Sul-Ki;Park, Il-Woo
    • Journal of Korean Elementary Science Education
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    • v.29 no.4
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    • pp.427-440
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    • 2010
  • The purpose of this study is to develop a science writing teaching strategy, and to apply it to the fourth-graders in elementary science classes. We examined its effect on their motivation, attitude, and understanding of science concept. For the research fourth grade children were grouped into three classes: an experimental class A of 27 children, an experimental class B of 24 and a comparative class of 27. All of them are from H elementary school in Seoul, Korea. Experimental class A learned science writing with a newly developed strategy while experimental class B learned science writing in a traditional method. Comparative class did not learn science writing. As a result, class A showed positive changes on students' science motivation, attitude, and understanding of science concept. In addition, class B with even one science writing task for a chapter had higher achievement in the understanding of science concept than the comparative class had.

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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.

The Development and Application of Instructional Strategy for Science Writing using Newspaper Articles (신문기사를 활용한 과학글쓰기 수업 전략의 개발과 적용)

  • Lee, Chi-Yun;Park, Jae-Keun
    • Journal of Korean Elementary Science Education
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    • v.33 no.4
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    • pp.710-723
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    • 2014
  • The purpose of this study was to develop instructional strategy for newspaper-based science writing and to examine the effect of its application. The target unit was 'change of weather' and 'a variety of gas' in the sixth grade of elementary school, and the teaching strategy was composed of 3 stages-writing including realistic, interpretative and comprehensive writing. The result of applying this strategy into actual classrooms was as follows. First, it was proven that the science writing strategy using newspaper articles actually helped improving science process skills of learners, in particular, integrated process skills. Second, this strategy for science writing changed the scientific attitude of learners positively. While they read the newspaper articles, their thinking became more elaborate and systemized, which seemed to serve to foster their openness, criticism, and perseverance. Third, the science writing strategy did not contribute to the improvement of learners' science study achievement. To improve the understanding of scientific concepts and principles of learners, it is needed that teaching program combines with argument-based activity organically. The above-mentioned findings show that this instructional strategy using newspaper articles can be applicable as one of effective methods in science writing.

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 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.

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.

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 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.

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.

Analysis of Science Writing Tasks in Korean and American Science Textbooks (한국과 미국의 초등과학 교과서 과학 글쓰기 과제 분석)

  • Koo, Sul Ki;Park, Il-Woo
    • Journal of Korean Elementary Science Education
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    • v.31 no.4
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    • pp.463-480
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    • 2012
  • This study is intended to investigate the frequency of scientific writing tasks in Korean and American science textbooks, to compare the differences in types of posing the writing tasks according to the level of the children's scientific cognition, and to analyze the differences in the organization and development of writing ones of each chapter and thus to propose an effective way of presenting scientific writing in science textbooks. Korean 'Science' and 'Experiment Observation Workbook'and Macmillan Mcgraw-Hill(MMH) Science for fourth graders were analyzed for the purpose. The results are as follows: First, Korean textbooks contain more science writing tasks per pages, and less per chapters than MMH one. Both text books provide balanced amount of science writing tasks, yet MMH especially does systematic exercises for each chapter. Second, the qualitative analysis of the textbooks' scientific writing shows that both textbooks contain a significant amount of "understanding" and "explanatory" writing, which reflects that the purpose of writing in science textbooks is leaning towards acquiring and verifying scientific concepts. In American textbooks, however, writings utilizing extensive cognition process and materials are also present. It is necessary for textbooks to present diverse and expressive writing assignments including personal opinions. Third, there are differences in organization and development of science writing tasks. Science writing tasks in Korean textbooks are present independently with lesson objectives of the chapters and practices, while those in MMH are systematically developed. Based on these results, it is necessary to systemize the textbooks' way of presenting writing tasks for effective teaching and learning. By organizing the writing materials and thus developing diverse materials, and by implementing extensive cognitive process in the writing activities, textbooks will be able to contribute in attracting the students' interests and in improving their scientific knowledge.