• 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 the Korean BIBLIA Society for library and Information Science
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• v.26 no.2
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• pp.5-23
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• 2015

The aim of this study is to analyze the effects of the creative writing program that is one of the practical strategy of information literacy on self-directed learning abilities of elementary school students. According to the results, this program raise the average score of 33.69 points from 130.14 to 163.83 significantly in their self-directed learning abilities. Among the specific abilities of them, this program affects learning planning and evaluation capability meaningfully. But the long term continuous of learning executive is not changed significantly by this program. As the results of after interview with the students who take part in this program, the most of them respond that they could reduce their fear of writing and apply the reading and writing strategies to other subjects. So, if we teach this program with subjects consistently and use the learning strategies of information literacy, we could improve the long term continuous of learning executive.

• The Journal of the Korea Contents Association
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• v.17 no.5
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• pp.529-539
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• 2017

The purpose of this study is to categorize and analyze the communication competency of engineering undergraduates and to develop educational content in order to improve that. In this study, communication competency of engineering undergraduates was categorized into three areas: critical thinking, scientific communication, and media literacy. As a means to improve communication competency, the experience with and perception of writing were investigated. The communication competency of undergraduates needs to be improved overall. There is a high need for writing programs that enhance critical thinking oriented around practice. It suggests flipped learning based on smart education, E-community, problem-solving programs based on action learning, cooperative learning programs, reflection journals & portfolio, and collaborative writing programs as educational content. The results of this study can be used as basic data to design competency-based communication curriculum and practical applications for engineering undergraduates.

• The Journal of the Korea Contents Association
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• v.21 no.7
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• pp.500-509
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• 2021

The purpose of this study is to find out the effect and possibility of instructional design conducted by integrating writing education and community service activities based on service learning. Service learning is a teaching method that encourages students to improve learning and self-development through experience by applying the knowledge they have learned in college to the real life of the community. After the course was operated, the effectiveness of the teaching method investigated and analyzed for the participating university students, beneficiaries of service, and staffs of service organization. As a result of the study, meaningful results in cognitive, affective, and social aspects were presented for university students, and positive effects and high satisfaction were confirmed for beneficiaries of service and staffs. As a teaching methord that considers the growth and development of students from various angles. the quantitative and qualitative performance analysis and research of service learning should be conducted continuously.

• The Journal of the Korea Contents Association
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• v.20 no.7
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• pp.256-262
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• 2020

Since the discussion of Korean writing education began in earnest, the biggest topic of conversation has been genre writing education. And academic writing has become one of the most important research topics in Korean writing education in the past and present days as demand for academic-purpose Korean language education has increased. Academic writing is an area of writing, which is distinct from literary writing as well as practical writing. It takes place with a set of information provided on a particular academic topic or research problem, which generally includes arguments and views on the subject, analyses and criticisms of the issue in question, and alternatives for new perspectives and problem solving. Academic Purpose Korean learners learn Korean for the purpose of academic training. Academic-purpose Korean learners will use the Korean language to write academic articles, and inevitably carry out analytical writing tasks in the process. This paper aims to explore what is the task of analytical writing given to foreign students and to grasp the research problems necessary to educate them. When foreign students encountered analytical writing as an academic writing task, they wanted to clarify what areas of education should be conducted with attention.

• 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.4
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• pp.291-303
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• 2021

The study tried to examine the characteristics of transcription culture on YouTube through narrative analysis methods. The study found five meaningful features in YouTube's transcription culture. YouTube's transcription culture was first characterized by efficient writing and learning skills. Second, there was a characteristic of a transcription to read and understand text more deeply. Third, it had the characteristics of five strategies to advance my writing. Fourth, YouTubers had time to self-heal and comfort through transcription. Fifth, YouTube's transcription culture has expanded and developed into left-handed writing and digital writing. The characteristics of these YouTubers' transcription culture are expected to enrich the transcription culture that has been handed down for many years.

• Journal of The Korean Association For Science Education
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• v.31 no.8
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• pp.1077-1091
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• 2011

The purpose of this study was to examine the effects of argumentation-based general chemistry laboratory on preservice science teachers' chemistry concepts understanding and writing. Five topics about argumentation-based general chemistry laboratory activities were developed using Science Writing Heuristic (SWH) approach. Summary Writing Test, and Chemistry Concepts Test were developed as tools to examine the effects of this approach. Both Argumentation-based general chemistry laboratory activities and traditional general chemistry laboratory activities were implemented for the experimental group (23 students), and traditional general chemistry laboratory activities were implemented for the comparative group (16 students). Results of this study indicated that there were significant differences in both groups' chemistry concepts understanding and summary writing. The experimental group showed significantly higher mean score than comparative group in chemistry concepts understanding and summary writing. In the analysis of the sub-component of Summary Writing, there were no significant difference between both groups in 'Big Idea.' However, the experimental group gained significantly higher mean score in 'argumentation,' 'understanding of science concepts,' and 'rhetoric structure.' The results showed that argumentation-based general chemistry laboratory programs were effective in achieving chemistry concepts understanding and writing in general chemistry laboratory.

• 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 Chemical Society
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• v.57 no.6
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• pp.845-854
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• 2013

The purpose of this study was to develop a teaching strategy focused on science writing and to investigate its effects on enhancing students' creative thinking skills. In advance, students in the experiment were led to write by inquiry elements. And students in the experiment group were taught by science writing strategy. Students in the control group were taught by traditional lecture-based instructions. The program was implemented over a semester. The results indicated that the experimental group presented statistically meaningful improvement in creative thinking skills(p<.05). Especially, science writing was effective on fluency and flexibility development(p<.05). This study suggests that science writing can be effective for improvement of creative thinking skills.