• Journal of The Korean Association For Science Education
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• v.32 no.7
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• pp.1109-1123
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• 2012

The purpose of this study is to examine the effects of small group discussion on elementary students' science writing. In this study, four 6th grade students were chosen from an elementary school in Seoul. Students were involved in eight science writing classes and the contents of a small group discussion and interactions were recorded and observed. Students' science works were collected and analysed based on three domains: scientific thinking, logic and originality. The result of this study showed that the contents of a small group discussion greatly affected the scientific thinking domain. A low-achieving student received lots of help from a high-achieving student. It was easy to improve in the logic domain through the science writing classes. Average students got good grades in an originality domain when the subject was related to their real life. A small group discussion would have an effect on science writing ability positively if the students acquired proper guidance on the procedure and manner of discussion. The science writing lesson would be more effective if the learning group was organized homogeneously in the aspects of intelligence achievement and interpersonal relationships.

• Journal of Science Education
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• v.47 no.1
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• pp.75-87
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• 2023

This study analyzed correlation among peer evaluation, self-evaluation, and instructor evaluation of argumentation writing conducted in the 'Biology logic and essay' class. To this end, 14 pre-service biology teachers wrote argumentation four times, and peer evaluation, self-evaluation, and instructor evaluation were conducted on these results. The peer evaluation for argumentation writing averaged 2.70 points, the self-evaluation average was 2.68 points, and the instructor evaluation average was 2.71. Looking at the average of each sub-evaluation area, scientific knowledge was the highest in peer evaluation, and the composition area was the highest in self-evaluation. In addition, the area of scientific knowledge was the highest in the instructor evaluation. As a result of examining the standard deviation, the standard deviation of self-evaluation was the largest. As a result of analyzing the correlation between evaluation types, there was a high correlation between peer evaluation and instructor evaluation, and there was a moderate correlation between self-evaluation and instructor evaluation. On the other hand, there was no significant correlation between peer evaluation and self-evaluation. As a result of analyzing the correlation by evaluation area, there was no significant correlation between peer evaluation and self-evaluation in all four areas of scientific knowledge, scientific argumentation, composition, and expression. On the other hand, in the analysis between peer evaluation and instructor evaluation, there was a significant correlation in the areas of scientific knowledge, scientific argumentation, and composition. In addition, there was a significant correlation between self-evaluation and instructor evaluation only in the area of expression. The results of this study show that peer evaluation is highly likely to be applied in the 'Subject logic and essay' class. It also suggests that it is necessary to subdivide evaluation criteria according to the type of evaluation in order to use peer evaluation and self-evaluation.