• Journal of The Korean Association For Science Education
• /
• v.34 no.5
• /
• pp.511-521
• /
• 2014

In this study, we conducted an exploratory investigation of the imaginative writing processes of middle school students. Twelve 8th graders were asked to imagine and write about the daily life of atoms, assuming that they became specific atoms for themselves. The think-aloud method was used to investigate students' writing processes. We recorded students' writing processes, and also collected the data through interviews to clarify ambiguities in their writing processes. The analyses of the results revealed that their imaginative writing processes could be classified into the three types by the two aspects of writing process components (retrieving information and generating ideas). That is, the integration of retrieving information and generating ideas, the predominant retrieving information, and the predominant generating ideas. The students who were classified into the type of the integration of retrieving information and generating ideas came up with a story and properly introduced science concepts into it. These suggested that this type of students expressed their own understanding more effectively, and that this type was most appropriate for imaginative writing in learning science. The results also showed that the imaginative writing processes were greatly influenced by whether the planning step was adequately considered or not. On the bases of the results, we suggest the teaching strategies for effective imaginative writing in learning science.

• Journal of Gifted/Talented Education
• /
• v.20 no.1
• /
• pp.131-150
• /
• 2010

This research was planned to analyze the students' science writing tendencies according to the level of meta-cognition for using as materials of selection of gifted students. To get results, meta-cognition writing tests which measured critical thinking ability and problem solving ability were developed, and the students' the level of meta-cognition was measured. Thereafter We analyzed the students' science writing tendencies in accordance with the level of meta-cognition through the science writing with meta-cognition task(the main theme are expectation; explanation; claim; criticism; imagination), and found out the students' ability of science writing was different with the level of meta-cognition. Students with the low level meta-cognition did not represent their thinking well, but students with the high level meta-cognition were try to upgrade their writing through highly concentration and perceiving theirs writing mistakes. As this results, science writing is useful as materials of selection of gifted students.

• Cross-Cultural Studies
• /
• v.49
• /
• pp.33-58
• /
• 2017

As a living space, house constitutes a good part of inhabitants' life, making the rhythm of life. This rhythm tends to be reflected into the house, establishing a sort of intercommunications between the house and its inhabitants. Becoming a living element, the house can endow the writer with literary resources. It is interrelated with its inhabitants. Thus, Duras' work preserves many invisible and fusional traces of links between her characters and the house. With her writing, the house displays important traces of life, with which a body of meaning is to be formed. It implies habits, imprints, links, and so on. Here, its projection into the imaginary also takes place for our writer. With this perspective in view, Duras is supposed to objectify her characters as physical and imaginary bodies. This introduces the passage from the real to the imaginary and vice versa. Unknown stories hidden behind the living places can come to manifest themselves through her writing.

• Journal of The Korean Association For Science Education
• /
• v.24 no.5
• /
• pp.1008-1017
• /
• 2004

In physics education, language is an fundamental learning tool as in other subjects. In writing activity, students can get fair opportunities to express their own ideas during the class. Even though there are various styles of writing, students are usually supposed to make a report in their science classes. But there have been few studies in science education on the tasks and features of student's science writing. In this research, different styles of writing tasks were designed for science classes, and students' writing was analysed in terms of conceptual and emotional aspects. Also the usefulness of each task type was discussed relating to school physics education. Four types of writing, i.e. , , , and writing were developed, and 'The reflection of light' was selected as the theme and given to students. Four types of writing were analysed in this paper. In each type of writing, students showed different features in their conception. They also showed emotional expressions in imaginative writing types, that is, and types. Based on these results, it is recommended that in physics teaching various types of writing need to be designed, developed and applied according to the aim of a particular lesson.