• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.511-521
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• 2013

This study aims to investigate the effects of science writing activities on the students' science-related attitude, motivation for learning science, and academic achievement. One hundred and twenty seven second graders of a middle school located in Gyeonggi province participated in this study. The experimental group performed science writing activities, while the comparative group performed problem solving activities at the end of the regular science lessons over 30 class hours. For the students' science-related attitude and motivation for learning science, TOSRA, PALS, and MSLQ were used with some modification and supplementation. For the students' academic achievement, scores on science examinations were used. The results of this study are as follows: First, the test of the science-related attitude showed that science writing activities have positive effects on the cultivation of sciencerelated attitude, as for the sub-factors, 'attitude towards scientific inquiry,' 'pleasure of science lessons,' and 'active attitude towards science'(p<.05). Second, the test of motivation for learning science showed that the science writing activities had positive effect on the improvement in students' motivation, as for the sub-factors, 'difference in values on task' and 'self-efficacy'(p<.05). Third, science writing activities are effective on improvement in the students' academic achievement(p<.05), especially on the high-level achievement group.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.249-265
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• 2013

The purpose of this study was to examine the influence of reading framework on writing for reflection when applied to inquiry-based Science Writing Heuristic approach. This study was conducted with 67 3rd grade middle school students. Thirty-two out of 67 students were assigned to R-SWH (Reading framework-Science Writing Heuristic) group while the other 35 students were assigned to SWH (Science Writing Heuristic) group. The R-SWH group has consistently used reading framework which the SWH group has not used when the inquiry-based science writing heuristic approach were carried out. The result of this study indicated that the R-SWH group showed a higher proportion of students who made writing for reflection by learning from reading materials than the SWH group. The R-SWH group used reading materials in order to understand the idea comprehensively and concept related to the topic the most, while the SWH group also used them for the same purpose as the R-SWH group but the ratio was less than the R-SWH group. In addition, as the learning activity has progressed, the R-SWH group showed that the proportion of students who transferred the science concept from reading materials into writing for reflection and the number of transferred concepts were higher than those of the SWH group. Therefore, the reading framework applied to inquiry-based science writing heuristic approach can facilitate a meaningful activity on reading and writing as a scaffolding to develop conceptual understanding.

• Journal of the Korean Geographical Society
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• v.49 no.5
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• pp.716-727
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• 2014

Yeon-Am's observation of natural objects will be able to contribute to the cultivation of the observation skills. In this study, I analysed Yeon-Am's observation skills in the book "Yorha Ilgi". Yeon-Am's observation skills are as follows. First, Yeon-Am observed a specific and detailed. Second, Yeon-Am was examined by utilizing the five senses and presented its risks and limitations. Third, Yeon-Am observed with the equality between man and nature and looked at the same level of human and nature. Fourth, Yeon-Am expressed those observed by utilizing the shaping techniques vividly. Fifth, Yeon-Am found a variety of features by a variety of perspectives. The orgin of Yeon-Am's writing is based on specific and detailed observations of the natural objects, joining nature, shaping techniques and diversity in perspective.

• Journal of the Korean Chemical Society
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• v.64 no.6
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• pp.389-400
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• 2020

The purpose of this study was to examine the effects of Argument-based Inquiry activities on the claims and evidence in elementary students' science writing. Participants were thirty three fifth grade elementary school students and argument-based inquiry activities on five topics were implemented. We analyzed the Summary Writing samples written by students to investigate the effect of the Argument-based inquiry activities on elementary students' claims and evidence in their science writing, and also analyzed the writing samples of the experimental group to which the Argument-based inquiry activities were implemented, to examine the change of claims and evidence. The results of this study showed that the mean of experimental group was significantly higher than that of the comparison group. As a result of analyzing claims and evidence in Summary Writing of experimental group, the level of claim and evidence has tended to increase gradually as the number of classes progresses.

• Journal of Digital Convergence
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• v.19 no.3
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• pp.13-24
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• 2021

This was a one-group pretest-protest pre-experimental study designed to find out the effects of writing programs on college students using flipped learning for training convergence talents with complex problem solving skills. Data were collected from 27 C university students in G-do, from September 1st to October 30th, 2020. Analysis was done using IBM SPSS 25.0 for frequency (percentage), average, standard deviation, and paired t-test. The study showed that self leadership was enhanced by an average of 0.45 points (p<.001), metacognition by 0.87 points (p<.001), goal orientation by 0,77 points (p<.001), and creativity by 0.51 points (p<.001), so was statistically significant. The study demonstrated that writing programs using filpped learning had the effect of improving complex problem solving skills. so the results are expected to be used as basic data for the development of educational programs for traning convergence talents with problem solving skills at university-level. Also, for current college students that can freely access the online environment, development of various e-learning classes that apply flipped learning is needed.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.8 no.7
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• pp.341-350
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• 2018

The purpose of this study was to develop science essay writing activities for developing elementary pre-service teacher's scientific thinking ability and scientific emotion and to analyze its effects. For the study, 60 first grade students attending teacher training institutes in the G region of Korea were selected. All 60 elementary pre-service teachers were students who selected a liberal arts lecture related to 'science inquiry'. As a result of the study, we confirmed that the preliminary teacher uses the scientific method of 'induction' in the article related to scientific thinking and the description related to the past time, agency, and purpose of the story is included in the essay related to scientific emotion. In addition, it was confirmed that elementary school teachers' writing ability was improved as the writing was repeated, and that the image of 'science' changed positively in many areas. This study suggests that a various and interesting scientific inquiry activities are needed to improve the science writing skills.

• Journal of the Korean Chemical Society
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• v.64 no.5
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• pp.277-290
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• 2020

In this study, four gifted students in the second year of middle school at Gifted Education Center of the National University in Jeollanam-do were surveyed students' perceptions of the effectiveness of science class using science writing heuristic in terms of metacognition and the goals of the 2015 revised science curriculum. Through questionnaires and interviews with gifted science students, science gifted students recognized that the science class using science writing heuristic had a positive effect on the four subdomains (planning, monitoring, control, and evaluation) of metacognition. For this reason, the science gifted students presented self-directed experience in designing experiments, continually checking the collected experimental data, feedback process, and reflecting experience in preparing conclusions. Science gifted students recognized that science class using science writing heuristic had a positive effect on the goals of the 2015 revised science curriculum(attitudes, inquiry, knowledge, Science·Technology·Society(STS), and the enjoyment and usefulness of science learning) that correspond to through inquiry science writing lessons. For this reason, the science gifted students presented self-directed inquiry experiences, continual inquiry experiences on the same subject, thinking process at each stage of inquiry, learning experiences through inquiry, experience of the whole inquiry process, and inquiry of phenomena closely related to real life. Therefore, for the effective science class, it is necessary to apply the characteristics of science class using science writing heuristic which is responded by science gifted students to general science class as well as science gifted class later.

• Journal of the Korean Society for Library and Information Science
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• v.47 no.1
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• pp.377-398
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• 2013

The research has provided elementary and junior high school students at Children's Center in Incheon district and analyzed its effective factors in both educational and operational aspects. The educational factors in reading discussion include reading, writing, presenting, listening, and rethinking. In the result, the influential factors are as follows: the respondents' emotional intelligence, the level of reading completion, the level of sympathy with class participants, and the level of advance preference on reading. There are additional factors that have influences on the result, including suitability of topics, capabilities of leaders, selection of books, and combination of basic educational training, like speaking and writing.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1272-1282
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• 2004

The purpose of this study was to investigate the effect of science journal writing on science-related affects of scientifically gifted students at middle school level. Twenty one gifted students attending a university science gifted program wrote science journals for two months in a web-supported environment. The data sources include student journals, questionnaire and exit interviews. The results indicate that science journal writing has influenced the students positively in the affective domain, and in particular, cognitions of science, interests in science and scientific attitudes.

• Proceedings of The KACE
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• 2018.01a
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• pp.115-118
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• 2018

본 연구는 대학원생의 연구 수행을 위한 학술적 역량 진단 및 평가를 기반으로 하여 성취 과정을 지원하는 대학원생의 표준 학술능력 진단평가 도입을 제안하고자함을 목적으로 하였다. 이를 위하여 호주 시드니 대학교의 대학생 학업능력 진단평가 모델인 MASUS(Measuring the Academic Skills of University Students A Diagnostic Assessment)를 연구대상으로 선정하고 질적연구 방법 중 도구적(instrumental) 사례연구를 선택하였다. 이에 따라, 자료 수집 단계에서 시드니대학교 학습지원센터 관계자와의 반구조화된 면대면 인터뷰 및 문헌자료를 정보원으로 하여 자료를 분석함으로써 MASUS의 특징과 시사점을 도출하였다. 이를 기반으로 학문적 소양으로서의 글쓰기 능력의 의미와 중요성을 고찰하고, 이를 통해 대학원생 학술 역량 진단평가 도입의 당위성을 부여하였다. 본 연구를 통해 향후 모든 대학원에서 범용적으로 적용할 수 있는 객관적이고 신뢰도 높은 표준 진단평가 모델을 개발하여 긍정적인 진단문화를 형성할 수 있기를 바라는 바이다.