• The Journal of the Korea Contents Association
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• v.22 no.7
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• pp.486-497
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• 2022

The aim of this study was to subdivide and present the units and the standards of knowledge integration in creating the students' integrated knowledge from content knowledge in college writing classes. For these, it analyzed three typical writing textbooks being used in colleges and examined the ways of presentation on forming integrated knowledge by text qualitative analysis methods. The analysis procedure and the presentation followed Creswell's spiral analysis model It is a method model which repeats the procedure from material collection and analysis to presentation circularly. This examination illustrates three dimensions of the units in forming content knowledge. Also, it suggested those should be all treated for the more systematic education: the units of the whole text, the paragraphs, and the sentences. In the next chapter, the standards and contents of knowledge integration were suggested in each process. For the process of knowledge selection, the suitability and the contradictoriness between the text materials and author's thesis were proposed as the standards and contents. For the process of organization and integration, the corresponsive integration, contradictive integration, background integration, synthetic integration were suggested. Finally the procedure knowledge such as correct expression and spelling, source indication were shown for the process of expression and citation. Furthermore, it showed, in terms of expression, the process of paraphrasing frequently practiced in writing textbooks needs to be exercised in the three dimensions including summarization, connection, and interpretation(or transformation). This result, however, calls for the further study about the subdividing processes to enhance the adequateness to writing textbooks in the level of universities and for a more refined syllabus on the systematic knowledge integration. Accordingly, it suggested the tasks mentioned above for further study.

• Journal of Engineering Education Research
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• v.15 no.3
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• pp.22-39
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• 2012

This paper is to introduce a 9-step prewriting process based on the definitions of some terms after reviewing the process-based writing approach in view of the problem solving and the engineering design process. Discussion includes the descriptions of some terms for developing the steps, the evolving of the steps, the knowledges and strategies for applying the process, comparison of the process with problem solving approach, recommendation of the repeated practice of the process, and teaching of text level knowledges. The 9-step prewriting process is expected to make both learning and teaching of writing easier in engineering curriculum.

• Journal of Engineering Education Research
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• v.13 no.4
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• pp.3-14
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• 2010

This paper examines what kind of writing ability KEC2005 requires for upper grades of engineering college. According to KEC2005, they need writing ability in the field of majors, especially capstone design subjects as well as general communication skills. An experience on preparing a quasi-research paper has some potential to be better for these demands than other writing training forms. The contents of assignments submitted by the students taking a class 'Writing in Science & Technology' in Seoul National University in 2009 supported this point of view. This paper is about a case study discussing the detailed relationship between KEC2005 and writing, and helps engineering colleges to design their own writing programs.

• 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 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.

• Annual Conference on Human and Language Technology
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• 1999.10e
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• pp.413-417
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• 1999

최근 인터넷을 통한 언어 교육 연구에 관심이 고조되면서 다양한 언어 학습 홈페이지가 등장하였다. 이 논문은 국어 작문 학습을 목표로 본 연구실에서 개발한 '바른 우리글 쓰기' 학습시스템에 대해 다룬다. 본 학습 시스템은 초보자에서 전문가에 이르는 학습자를 대상으로 우리말로 글을 쓸 때 필요한 우리말 지식을 체계적으로 학습하도록 하거나 학습자가 직접 쓴 문장에서 스스로 오류를 찾아 분석하고 그에 따른 설명 및 글쓰기 규칙을 더 상세하게 알 수 있도록 설계하였다. 학습시스템의 내부 구조를 효율적으로 구성하기 위해 우리말 글과 관련 있는 자료를 수집하여 각각 지식베이스화하고, 학습 내용을 서로 체계적으로 연결하기 위해 우리나라 사람이 자주 틀리는 오류를 중심으로 해당 글쓰기 규칙과 참고 자료와 용례를 하이퍼텍스트화하였다. 이 시스템은 특히 학습 모형에 따라 학습 자료를 재구성할 수 있도록 지식베이스와 모형을 독립하였다. 이와 같이 학습 자료를 풍부하게 준비하고 학습 내용을 구성하는 일 만큼이나 중요한 과제는 학습자의 수준에 맞춰 학습 줄거리를 구성하는 작업이다. 이 시스템에서도 학습자의 특성을 살릴 수 있도록 연역적 학습 모형과 귀납적 학습 모형을 시도하였지만 더 세분화된 학습 줄거리 구성에 대한 연구가 있어야 한다. 따라서 학습자의 학습 동기를 유발할 수 있는 학습 내용과 적절한 기술이 조화를 이룬 홈페이지를 만드는 일이 향후 우리가 지향할 연구 과제이다.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.824-827
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• 2009

The purpose of this study was to demonstrate the changes in structure and contents of different functional genre of science writing during high school using the argumentation structure. For this thesis, seven students of a girls' high school in the national capital region took the argumentation structure instruction for 40 hours for a month. As a result, considerable changes had occurred amid the Explanation genre, the Experiment-recount genre and the Exposition genre. In the Explanation genre and the Experiment-recount genre, noticeable progress had been made in the usage of the argumentation elements and scientific concepts and knowledge evolved in a more rarified and detailed manner. In the Exposition genre, argumentation structure had changed from the simple argumentation structure to the subordination or the multiplex argumentation structure. Simultaneously, it was affirmed that the types and number of the argumentation elements increased significantly along with enlargement of respective scientific concepts and knowledge. Hence, this implies students can determine their understanding of scientific facts and contents during the progress of developing the argumentation structure. It is necessary that students take the well-organized argumentation structure instruction.

• 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.

• Korean Journal of Cognitive Science
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• v.16 no.4
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• pp.271-285
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• 2005

An experiment was conducted to investigate the effect of three types of prior knowledge (domain related knowledge, summary-writing strategy knowledge, and neutral unrelated knowledge) and two types (analytic and wholistic) of cognitive styles on the quality of the summary writing of a descriptive text. The results showed that learning domain-related knowledge and summary-writing-strategy knowledge increased the level of understanding of the target text and the quality of the summary; the former operating mainly at the understanding phase, and the latter operating mainly during the summary planning and producing phases. The effect of the types of cognitive style was found somewhat limited but mainly operating In the process of planing the summary. Other features of time course in writing a summary were further discussed.

• KIPS Transactions on Software and Data Engineering
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• v.1 no.2
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• pp.91-102
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• 2012

Computer aided language learning has become popular. But the level of automation of constructing a Korean learning assistant system is not so high because a practical language learning system needs large scale knowledge resources, which is very hard to acquire. In this paper, we propose a Korean learning assistant system that utilizes easily obtainable knowledge resources like a corpus, web documents and a lexicon. Our system has three modules - problem solving, pronunciation marker and writing assistant. Automatic problem generator uses a corpus and a lexicon to make problems with one correct answer and three distracters, then verifies their suitability by utilizing frequency information from web documents. We analyze pronunciation rules for a pronunciation marker and recommend appropriate words and sentences in real-time by using data extracted from a corpus. In experiment, we evaluate 400 automatically generated problems, which show 89.9% problem suitability and 64.9% example suitability.