• 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.

• 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.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1259-1272
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• 2013

The purpose of this study was to investigate the effects of Science Writing Heuristic (SWH) laboratory class on the creative thinking and critical thinking of middle school students. Science writing heuristic programs were developed based on SWH strategies developed by Keys et al (1999). This study was conducted on 63 students from two classes as the comparative group and 63 students from two other classes as the experimental group. The cognitive level of the group as a homogeneous group was similar, and the program was applied to a total of 18 periods based on nine topics from March to July 2011. Evaluation instruments used in pre-test and post-test were the creative and critical thinking tests. To consider the score for creative and critical thinking. the SPSS 20.0 program was used. The study made use of technical statistics and ANCOVA. The result of this study showed that creative problem solving skills were improved by SWH in laboratory class. Therefore, persistent presentation of SWH teaching strategies and developing various experiment topics are required.

• 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.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.585-598
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• 2015

This study aims to investigate the components of group writing through three steps of group writing course consist of collecting information, organizing information, and revision. A total of 19 pre-service teachers who took the science argumentation course participated in the group writing activity. They made up a group of four or five and chose one subject from among socioscientific issues for group writing. The discussion contents and writing were analyzed inductively to find the group writing components at every step. The results of the study are as follows: First, components in the step of collecting information were (1) sharing information (2) understanding information. and (3)judging information. Second, components in the step of organizing information were (1) categorizing information, (2) decentralization, (3) balancing information, and (4) reflection. The last, process components in the step of revision were (1) unification of form, (2) global review, and (3) improving readability.

• Journal of The Korean Association For Science Education
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• v.32 no.1
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• pp.146-159
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• 2012

The purpose of this study was to examine the relation between students' reflective thinking and providing the reading framework in implementation of argument-based inquiry using the Science Writing Heuristic (SWH) approach. Participants of this study were 60 $8^{th}$ grade students (two classes). One class (31 students) was assigned to an experimental group and the other class (29 students) was assigned to a comparative group. For the experimental group, five activities using the reading framework with SWH writing template were implemented, while three activities using the reading framework with the SWH writing template and two SWH activities without the reading framework were implemented for the comparative group. The result of this study showed that there was no significant difference in students' reflective thinking between both groups. However, results indicated that providing the reading framework with SWH approach facilitated students' reflective thinking. Therefore, the findings show that providing the reading framework consistently in the SWH approach was effective when it came to facilitating students' reflective thinking.

• 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.

• Journal of The Korean Association For Science Education
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• v.31 no.5
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• pp.788-800
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• 2011

The purpose of this study was to investigate the elementary school teachers' perception of science writing. In this study, 10 elementary school teachers who have taught in the 3rd or 4th grade science lesson in 2010 were selected. Researchers constructed interview guide in three parts including the teachers' understanding of science writing, the status of science writing teaching and the difficulties of science writing in their classes. For the investigation, semi-structured in-depth interviews with 10 elementary school teachers were conducted individually. The results showed that the elementary school teachers were unfamiliar with the word ‘science writing’ and considered science writing as a writing using science learning contents. Also, they think that teaching science writing in their science lessons was not needed and didn't assess and provide detailed feedback with the students' written works. Most teachers needed teaching materials and assessment tools for science writing. To develop elementary teachers' understanding of the value and use of writing for learning in science, they will need to participate in science writing programs for in-service teachers and various teaching materials and assessment tools should also be developed.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.649-663
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• 2015

This study investigated the current state of writing in research papers of science education with focus on the translationese and basic Korean grammar, and found a way of improving the Korean language. The science education research have characteristics of both social science and natural science, and of having more quantitative than qualitative research, which could influence the writing of the research paper. The translationese means the conventional expression originated from foreign language other than Korean. The basic Korean grammar includes 'agreement,' 'spelling, word spacing, punctuation mark,' 'causative suffix,' 'use of English or loanword,' and the translationese is divided in 'English,' 'Japanese,' and 'English and Japanese.' The sentences in nine research papers in the 'Journal of the Korean Association for Science Education' were analyzed, and the problematic sentences were discussed and provided with alternatives. The cases with high frequency include '-jeok,' 'use of English,' 'expression of the plural,' 'passive voice of the verb with -hada,' '-go inneun,' '-eul tonghayeo,' '-e daehayeo,' 'gajida,' 'genitive case marker -eui,' 'passive voice with subject of thing,' and 'causative suffix, -sikida.' Based on the results, the characteristics of writing of science education research papers were described as 'writing of quantitative research,' 'objective writing of academic research,' and 'writing of research of foreign origin.' In order to improve the writing of research paper of science education, the science education researcher should pay attention to basic Korean grammar and the translationese, and be familiar with the concrete examples of problematic cases. The results of this study could be used in the education of writing and grammar of Korean language.

• Journal of The Korean Association For Science Education
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• v.34 no.2
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• pp.107-122
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• 2014

The purpose of this study is to investigate trends in research studies on scientific argument and writing in Korea. 118 research studies published from 2004 to 2013 have been collected and analyzed. Many of the research studies focused on developing teaching strategies, analyzing contents of scientific argument and writing, and effects on student learning. More than half of the studies were conducted with elementary and middle school students while studies with pre-service, in-service teachers or high school students were relatively rare. Most research studies were conducted within regular school hour context and participants were given relevant information/education prior to argument and writing activities. Many research have analyzed student growth in scientific attitudes and we would suggest that further studies should investigate student growth in scientific concepts, scientific inquiry, and critical thinking. The structure and process of argument or the content and form of writing have been analyzed. The quality of argument and scientific concepts embedded in argument and writing should be investigated more in future researches.