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http://dx.doi.org/10.14697/jkase.2014.34.5.0511

An Exploratory Investigation of the Imaginative Writing Processes of Middle School Students  

Yang, Chanho (Seoul National University)
Lee, Jaewon (Seoul National University)
Noh, Taehee (Seoul National University)
Publication Information
Journal of The Korean Association For Science Education / v.34, no.5, 2014 , pp. 511-521 More about this Journal
Abstract
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.
Keywords
imaginative writing; think-aloud; writing process component;
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Times Cited By KSCI : 10  (Citation Analysis)
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