• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.353-361
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• 2015

This study focused on the use of peer assessment activities to investigate its the impact on students' argumentation skills in argument-based inquiry. The participants of the study were 106 10th grade students (four classes). Two classes were assigned to the experimental group, and the other two classes were assigned to the comparative group. The experimental group was taught argument-based inquiry through the application of peer assessment activities. The comparative group was taught argument-based inquiry without peer assessments. At the claim and evidence stage, students were asked to evaluate whether peers' claims fit with the evidence and whether peers' explanation of the evidences validity was sufficient. The quality of argumentation used in the students' writing was different in each group. According to the analysis of the summary writing test, the results showed that the experimental group had a significantly higher mean score than the comparative group in argumentation components, including evidence and warrant/backing. In addition, the experimental group used better multimodal representation including explanation of evidence than the comparative group. The findings showed that argument-based inquiry applying peer assessment activities had an effect on the argumentation skills in students' writing.

• Journal of the Korean earth science society
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• v.35 no.2
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• pp.147-158
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• 2014

The purpose of this study was to explore changes of elementary science class in student oriented group inquiry activities using a Science Writing Heuristic (SWH) template that enhance scaffolding of inquiry. The changes focused on students' written reports and perceptions of their learning environment as well as discourse patterns. One fourth-grade class of 29 students participated in this study, and a developed work sheet of science writing was utilized to scaffold student's inquiry activities. Four units in the first-semester text book for fourth grade of the-, 2007 Educational Curriculum Revision were chosen for scaffolding inquiry, and sixteen lessons of instruction were all videotaped. For investigating students' written reports, a framework based on the aspects of science inquiry by Millar (2010) was used to evaluate the coherence between student inquiry activities and their claims. Secondly, a regular fourth-grade class was selected as the control group and was compared with the experiment group using the pre- and post-test of the survey on the perception of science class and science. Lastly, students' discourse patterns of the beginning science lesson were compared with those of the closing lesson. We found that the coherence in the last class increased significantly in students' written reports compared to the first one. Findings also indicated that students' perceptions on their learning environment moved toward student-centered. Based on our discourse patterns analysis, the last class was more student-centered from being teacher-centered than the first one.

• Proceedings of The KACE
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• 2017.08a
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• pp.251-252
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• 2017

본 논문에서는 컴퓨팅 사고력을 향상시키는 방안에 대한 교사들의 강의안에 대한 여러 가지 사례를 분석하였다. 연수에 참여한 정보 컴퓨터(특수 정보 컴퓨터 7명 포함) 교사 37명을 대상으로 실제 학교 현장에서 학생들을 대상으로 컴퓨팅 사고력을 향상시키는 여러 가지 방안을 제시한 후, 산출물을 분석하였다. 산출물 분석 결과 댄스 활동과 같은 학생들이 재미있어 하는 분야를 발굴하는 방법, 글쓰기와 같은 컴퓨터와 상관없는 일상생활의 사례를 활용하여 글쓰기 대회에 입상하는 사례, 수학여행 계획을 여러 학생이 함께 참여하여 완성하는 방법 등을 제시하였다. 본 논문에서는 여러 가지 사례들을 소개하고 사례들에서 컴퓨팅 사고력을 향상시키는 방안의 공통적인 요인을 도출하여 보고자 한다.

• Journal of Engineering Education Research
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• v.20 no.6
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• pp.22-34
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• 2017

The purpose of this study is to present a model for fusion education combining engineering elements based on humanistic writing. Instruction design in presentation writing for engineering education progresses consists of four steps, such as instruction in visual, teamwork, feedback, and rewriting. Following these steps help engineering school students to analyze important data and to communicate their creative ideas. As writing is proceeding step by step, instruction design for presentation writing should come forth with specific methods to make students practice.

• Journal of Engineering Education Research
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• v.22 no.1
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• pp.48-54
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• 2019

This study examined the effects of free writing in writing class targeted for engineering students on their writing skills. To assess the effects, we have asked 100 engineering students from writing class to write free writing, classifying them as the test group(N=50) and the control group(N=50). We have also compared their learning effect, their writing ability, and learning satisfaction via pre and post intervention surveys. The results showed higher change in learning effect, interest in writing, learning attitude, writing ability, learning satisfaction in the test group compared to the control group. This positive change proves that free writing is a significant teaching method in writing class for engineering and science students.

• Journal of Engineering Education Research
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• v.21 no.6
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• pp.44-53
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• 2018

The purpose of this paper is to develop a technical writing model suitable for engineering students based on the practice of technical writing using the patent application form for engineering students. The Dick & Carey model was used to design the teaching of technical writing using the patent application form. In particular, the instructor communicates with the learner and instructs the learner to produce and express students' own ideas. Instruction design in technical writing progresses consists of four steps, such as creating ideas by brainstorming, comprising contents, exercising writing, and feedback. Feedback occurs between an instructor and a learner and also does among students. As writing is proceeding step by step, instruction design for technical writing should come forth with specific methods to make students practice writing in work. Following these steps will help engineering school students to make up new products after graduating university.

• Journal of Korean Home Economics Education Association
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• v.27 no.1
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• pp.51-65
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• 2015

The purpose of the study was to describe the operating status of "Logic and Writing in Home Economics Education(HEE)" course and the students' perception about the course. For this study, the syllabuses of "Logic and Writing" course in HE education department were reviewed. The survey method was used in this descriptive study. Respondents in this study were 116 students taking the "Logic and Writing in Home Economics Education" course. Questionnaires from the students were collected through on-line and off-line mail. The results of the study were as the follows: First, goals of the "Logic and Writing in HE Education" course were as the follows in order: to enhance writing skill about various subjects related to Home Economics; to foster HE teachers' professionalism through persuasive power logically; to foster writing skill logically; to prepare HE teacher recruitment exam; and to foster teaching skills to enhance students' writing. The student evaluation methods in the course were mainly attendance, examination, tasks, discussion and presentation, and class participation. Second, degree of satisfaction of students taking the course was higher than average. The student respondents perceived that the course was helpful to improve their logical thinking and critical analytical skill, writing skill related to HE education and education, ability to express one's opinion clearly and exactly, understanding of the fundamental concept of logic and the structure and method of the essay, comprehensive understanding of HE education, and ability to solve the problems specifically. However, they responded that it was difficult to practice writing, to discuss and debate frequently, to follow uncertain assessment criteria, and to present frequently. They wanted the instructor to give the feedback more frequently.

• 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.

• The Journal of the Convergence on Culture Technology
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• v.9 no.3
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• pp.425-433
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• 2023

In this study, we developed a virtual artist play lesson model using gamification concepts and AI-generated art programs to foster creative thinking in freshman art majors. Targeting first-year students in the Digital Media Art Department at Sichuan Film & Television University in China, this course aims to alleviate fear of artistic creation and enhance problem-solving abilities. The educational model consists of four stages: persona creation, creative writing, text visualization, and virtual exhibitions. Through persona creation, students established their artist identities, and by introducing game-like elements into writing experiences, they discovered their latent creativity. Using AI-generated art programs for text visualization, students gained confidence in their creations, and in the virtual exhibitions, they were able to enhance their self-esteem as artists by appreciating and evaluating each other's works. This educational model offers a new approach to promoting creative thinking and problem-solving skills while increasing learner engagement and interest. Based on these research findings, we expect that by developing and implementing educational strategies that cultivate creative thinking, more students will grow their artistic capacities and creativity, benefiting not only art majors but also students from various fields.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.3
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• pp.278-289
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• 2017

The purpose of this study is to investigate the effect of science writing heuristic class on 'seasonal change' on elementary school students' science learning motivation and scientific attitude. In order to carry out this study, 49 students from 6 grade of elementary school in P metropolitan city were selected and 24 students in one class were selected as experimental group and 25 students in the other class were selected as the comparative group. The experimental group was taught science writing heuristic in 10 times classes related to the 'seasonal change' and the general classes related to the 'seasonal change' were conducted in the comparative group. Based on the results of this study, the conclusions are as follows. First, the science writing heuristic class about 'seasonal change' showed a significant effect on elementary school students' science learning motivation for science class. This is analyzed as a result of the students being more familiar with their science class through science writing heuristic class. Second, the science writing heuristic class about 'seasonal changes' showed a significant effect on elementary school students' scientific attitude. This is because the science writing heuristic class offered elementary school students an opportunity to combine their experiences in daily life with the contents of the class. Third, students' participation, satisfaction, and interest in the science writing heuristic class applied in this study were high. Therefore, it seems to be effective if the science writing heuristic class is used for science class for elementary school students.