• Journal of The Korean Association For Science Education
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• v.33 no.5
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• pp.881-892
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• 2013

It has been recently emphasized that comprehensive understanding of students' cognitive activities in the process of writing as well as final product is needed in order to develop an effective strategy for science writing. In this study, we investigated the characteristics of writing process in the situation that students wrote a composition in solving the application problem on a science topic. Seven eighth graders selected in the consideration of their science achievement and communication skills were asked to write a composition using think-aloud method. They were also interviewed after their writing work. The analyses of the results indicated that students' writing processes consisted of six distinctive components: generating, organizing, setting, translating, evaluating, and revising. It was also found that the patterns of process components for each student were different in terms of the frequency and the sequence. The patterns of process components were categorized into four types: systematic, tacit planning, trial and error, and random strategies. Educational implications were also discussed.

• 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.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 Chemical Society
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• v.56 no.6
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• pp.759-767
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• 2012

The purpose of this study was to examine the impact of Science Writing Heuristic (SWH) on multiple representations in students' writing and to survey experimental group students' recognition about the use of multiple representations. For this study, Participants of this study were 158 students in 7th grade. 94 students were assigned to the experimental group and 64 students were assigned to the comparative group. The experimental group showed significantly higher mean score than comparative group at utilizing multiple representation in summary writing. Interview analysis indicated that all students who participated in interviews, regardless of solid multi-modal competency, recognized that use of multiple representations with appropriate explanations enable to communicate science information persuasively.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.309-335
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• 2011

Writings of gifted students were classified by the writing analysis protocol built on the scientific inquiry process and writings of scientific journals. These writings were classified 7 types based on the existence of tentative explanations and types of conclusion. In addition the writings were classified by linear form, double linear form, supporting-conclusion form based on the number and position of writings. The characteristics of writings show that, first, the tentative explanation is located at the beginning and the drawing conclusion at the end of articles. Secondly, students prefer the linear form writing to explain their logics. Finally, supporting-conclusion writings are shown when answers of question is written only in the drawing conclusion without estimation.

• Korean Educational Research Journal
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• v.40 no.1
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• pp.59-79
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• 2019

The purpose of this study is to analyze, through questionnaires and interviews, spacing errors in Chinese students' Korean writing and to propose changes for the teaching methods used for Chinese learners by analyzing the causes of errors. By analyzing the learners' writing samples, a total of 148 space errors were found. The rates of errors (77.6%) that were made by combining separate words is much higher than the errors (22.4%) that were made by placing a space within a compound word. Among the error types, "noun + noun," "observer (type) + dependent noun," and postpositional particle errors occur most frequently. In this paper, we propose the direction of spacing starting from the deductive side and the inductive side for nouns and investigations.

• Journal of the Korean Chemical Society
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• v.59 no.1
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• pp.69-77
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• 2015

The purpose of this study was to examine changes in student writings of claim and evidence after group and class discussions; changes in students' critical thinking; and students' perceptions on an argument-based claim and evidence writing approach. Seventy two grade 11 students from two classes of a high school located in Seoul participated in ten chemistry activities using the argument-based claim and evidence writing approach. Claim scores for 9 topics and evidence scores for 10 topics significantly improved after group discussion. There were also statistically significant differences in claim scores for 7 topics and evidence scores for 10 topics after class discussion. Participant students responded to an open-ended survey that group discussion helped them to figure out the problem context and class discussion guided them to provide with more sufficient evidence. There were also statistically significant increases in sub-scores of the Cornell Critical Thinking Test after the intervention.

• Journal of The Korean Association For Science Education
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• v.41 no.1
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• pp.1-10
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• 2021

In this study, a science writing heuristic class with emphasis on social interaction and tool improvement for 10 middle school students at the National University Science-Gifted Education Center in Jeollanamdo was conducted to investigate the perception of STS (science technology society) relationship and students' perception of the effects of class. After science writing heuristic class emphasizing social interaction and tool improvement, the students became aware of the STS relationships as follows: Science-gifted students have come to perceive that experimental tools and technology contribute to the development of scientific theory, that it is difficult to solve all social problems with only science and technology, and that science is a social interaction activity. In addition, science-gifted students responded that they became aware of the relevance of STS through intensive inquiry conducted on the same subject for several hours, communications with colleagues in another group through peer reviews, communication to solve problems with colleagues in the same group, activities to improve tools in the process of inquiry, inquiry using familiar materials and phenomena. In order for students to effectively recognize the relationship of STS in science-gifted class for middle school students, it is necessary to provide experience to solve problems using various experimental tools, experience to have trial and error in the process of solving inquiry problem under the same subject, experience to improve tools in the process of solving inquiry problem, experience to communicate with colleagues who conduct inquiry activities under the same subject, experience to share the results with other groups, and inquiry activities using familiar materials and phenomena.

• Journal of the Korean earth science society
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• v.38 no.1
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• pp.91-104
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• 2017

The purposes of this study were to analyze high school students' understanding about the Earth system and systems thinking process, and to develop science writing programs designed to assess students' understanding about themes of Earth Science such as global warming, volcanoes, and desertification. A total of 8 $11^{th}$ grade students from general high schools participated in the writing program and draw the causal maps. The methods of this study are as follows. First, DAET-C was used to investigate the way of students' understanding about the Earth systems. What the students' best understood was the component of the Earth systems followed by the interaction of the Earth systems and the scientific literacy of Earth science. Second, feedback circulations on the causal maps were found in four students in global warming section, one student in volcanic eruption section, and four students in desertification section, which means that systems thinking was not largely employed by the students. Consequently, the student participants understood that the global change was happening in correlation with complex concepts and factors, but they were short of using systems thinking in their science study. Therefore, the result of this study suggests that more studies be conducted to develop systems thinking in Earth Science learning through science writing programs.

• Journal of Digital Convergence
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• v.18 no.9
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• pp.49-56
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• 2020

This study aims to examine the effects of CF about learners' English writing through FL on English improvement and the factors that influence class satisfaction. For achieving this purpose, response to CF and feelings about CF were selected as predictive variables. It is intended to investigate how these variables predict learners' satisfaction. A total of 94 university students were placed into two groups: 48 experimental group, who received CF on their writing through FL, and 46 control group given traditional instruction. All the participants took pre/post tests including writing tasks, and the experimental group completed a questionnaire after the instructional treatment. The findings indicated that FL affected English improvement and both response to CF and feelings about CF predicted class satisfaction. Based on the findings, this study sheds light on the implications of how to manage the FL class efficiently.