Browse > Article

The Effect of Science Journal Writings on the cognitive and affective features of the science gifted students  

Lee, Jeong-Hee (Sungdong High School)
Woo, Kyu-Hwan (Seoul National University)
Publication Information
Journal of Gifted/Talented Education / v.14, no.4, 2004 , pp. 15-45 More about this Journal
Abstract
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.
Keywords
science journal; science-gifted student; cognitive and affective features.;
Citations & Related Records
연도 인용수 순위
  • Reference
1 김선희(1998). 의사소통 지도가 수학학습에 미치는 영향, 이화여자대학교 석사학위 논문
2 도중윤(2002). 웹 기반 초등학교 일기 쓰기 시스템의 설께 및 구현. 대구교육대학교 석사학위 논문
3 박성익 외(2003). 영재교육학 원론. 교육과학사
4 이지영(2002). 웹 기반 과학일지 스스템의 설께 및 구현. 이화여자대학교 석사학위 논문
5 정정란(2002). 창의적 글쓰기가 수학과에 대한 학습 태도에 미치는 효과. 한국교원 대학교 석사학위 논문
6 Laveault, D. & Miles, C. (2002). The study of individual difference in the utility and validity of rubrics in leaming of writing ability. Eric Document Reproduction Service, ED 464 925
7 Prain, V. & Hand, B. (1999). Students perceptions of writing for learning In secondary school science. Science Edurotion, 83(2), 151-162
8 Rivard, L. P. (2000). The effect of talk and writing on learning science: An exploratory study. Science Education, 84(5), 566-593   DOI   ScienceOn
9 조희숙(2003). 글쓰기 발표지도가 중학생의 자아존중감 및 자기 표현에 미치는 효과. 전남대학교 석사학위 논문
10 Keys, C. W. (1998). Revitalization instruction in scientific genres: connecting knowledge production with writing to learn in science. Science Education, 83(2), 115-130   DOI   ScienceOn
11 Davis, G. A & Rimm. S. B. (1994). Education of the gifted and talented (4th ed.). Allyn and Bacon
12 Heller, K. A; Monks, F. J; Sternberg, R. J. & Subonik, R. F. (1993). International handbook of gifted and talented (2nd ed,). NY: Pergamon Press
13 장규순(1995). 일기 쓰기를 통한 쓰기능력 신장. 단국대학교 석사학위 논문
14 정 혁(2003). 물리 개념을 주제로 한 11학년 학생의 과학 글쓰기 분석. 서울대학교 석사학위 논문
15 Driver, D. (1983). The pupil as scientist? Milton Keynes, Open University Press: Philadelpia
16 김성기(1998). 일기쓰기 지도 방법이 작문력 향상에 미치는 영향. 전북대학교 석사학위 논문
17 최인숙(1998). 수학 학습과정에서 일지 쓰기의 효과에 관한 연구. 이화여자대학교 석사학위 논문
18 Ryan, R. (2000). Reflective science: An exploration of the uses of reflective dialogue journal writing in secondary science classroom Eric Document Reproduction Service, ED 458 093
19 Yore, L. D. & Hand, B. M. & Florence, M.K. (2004). Scientists' views of science, models of writing, and science writing practices. Journal of Research in Science Teaching, 41(4), 338-369   DOI   ScienceOn
20 장명덕(2002). 중학교 2학년 과학영재들의 과학지식에 대한 과학 철학적 관점과 이에 대한 토론 및 읽기 활동의 효과. 한국지구과학학회지, 23(5), 397-405
21 Hodson, D. (1998). Teaching and learning science: towards a personalized approach Open University Press: Buckingham & Philadelpia
22 Hand, B. & Prain, V. (2002). Teachers implementing writing-to-Iearn strategies in junior secondary science: A case study. Science Education, 86(6), 737-755   DOI   ScienceOn
23 조석희(1996). 영재 교육의 이론과 실제. 서울: 한국교육개발원
24 린다 플라워(Linda Flower, 1998). 글쓰기의 문제해결 전략. 원진숙, 황정현 옮김. 동문선.
25 소금현(2000). 중학교 과학영재 및 일반 학생의 정의적 특성 비교 연구. 서울대학교 석사학위 논문
26 최수나(2004). 지리교육에서 상상하여 글쓰기 활용에 관한 연구. 서울대학교 석사학위논문
27 Best, L. (1995). A critique of cognitive research on writing from three critical perspective : theoretical, methodological, and practical. Eric Document Reproduction Service, ED 377 516
28 Grimberg, B. I. & Hand, B. M. (2003). The impact of a scientific writing approach in high school students' learning. Eric Document Reproduction Service, ED 478 904
29 최현섭, 박태호, 이정숙(2000). 구성주의 작문 교수 학습론. 도서출판 박이정
30 이봉우(2003). 온라인 물리 탐구토론 학습체제 개발 및 영재들의 상호작용 분석. 서울대학교 박사학위 논문
31 Brandwein, P. F. & Passow, A. H. (1988). Gifted young in science. Potential through performance. NSTA
32 Keys, C. W. (1998). Language as an indicator of meaning generation: an analysis of middle school students' written discourse about scientific investigations. journal of Research in Science Teaching, 36(9), 1044-1061   DOI   ScienceOn
33 Callahan, C. M. (1995). Instruments used in the identification of Gifted and Talented Students. Eric Document Reproduction Service, ED 429 395
34 Florence, M. K. & Yore, L. D. (2003). Learning to write like a scientist: Coauthoring as an enculturation task. journal of Research in Science Teaching, 41(6), 637-668   DOI   ScienceOn
35 Roe, Anne. (1953). The making of a scientist. New York: Dodd, Mead
36 Davis, G. A (1991). Handbook of gifted education Boston: Allyn & Bacon
37 Gittman, E. & Koster, J (2000). Analysis of a teacher checklist used for assessment of students eligible for placement in a gifted and talented program. Eric Document Reproduction Service, ED 454 266
38 Hand, B. & Hohenshell, L. & Prain, V. (2004). Exploring Students' responses to conceptual questions when engaged with planning writing experiences: A study with year 10 science students. journal of Research in Science Teaching, 41(2), 186-210   DOI   ScienceOn
39 강호경(1998). 청소년 일기 쓰기와 자아개념과의 관계, 가톨릭대학교 석사학위 논문
40 최재현(2003). 독서. 토의. 쓰기를 통한 고등학교 논술 지도 방안 연구. 순천 대학교 석사학위 논문