• Journal of The Korean Association For Science Education
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• v.33 no.5
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• pp.952-962
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• 2013

The purpose of this study was to investigate the effects of the Science Writing Heuristic (SWH) approach on the students' summary writing, logical thinking and achievements for the course. Participants in this study were 132 female students from a girls' middle school. The SWH approach was used for two experimental classes and the typical teacher-centered instructional approach was used for two comparative classes. Summary writing test, logical thinking test (GALT) and achievement test for the course were administered before and after the instruction period. Results of this study indicated that the SWH approach was helpful for students in finding big ideas, understanding science concepts, developing logical thinking abilities and doing well in the course. This study also implied that the SWH approach was effective for the low achieving students.

• Journal of The Korean Association For Science Education
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• v.32 no.7
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• pp.1099-1108
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• 2012

The purpose of this study was to examine the effects of argument structure on students' writing in implementation of argument-based inquiry using the Science Writing Heuristic (SWH) approach. Participants of this study were 108 8th grade students (three classes). Two classes (68 students) were assigned to an experimental group, and the other class (35 students) was assigned to a comparative group. The experimental group was taught argument-based inquiry using the Science Writing Heuristic (SWH) approach, while the comparative group was taught with the traditional teaching strategy. After implementing this program, the two groups were asked to write summaries using structured argumentation in their writing. The result of this study showed that the experimental group used better argument structure and multimodal representation such as pictures, graphs and examples in evidence than the comparative group. The quality of evidence used in the students' writing was different between two groups. Students of the comparative group only listed fragments of science concepts for evidence to support their claims, but students of the experimental group explained science concepts by giving specific examples. The findings show that argument-based inquiry using the SWH approach was effective on argument structure in students' writing.

• Journal of the Korean Chemical Society
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• v.56 no.6
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• pp.759-767
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• 2012

The purpose of this study was to examine the impact of Science Writing Heuristic (SWH) on multiple representations in students' writing and to survey experimental group students' recognition about the use of multiple representations. For this study, Participants of this study were 158 students in 7th grade. 94 students were assigned to the experimental group and 64 students were assigned to the comparative group. The experimental group showed significantly higher mean score than comparative group at utilizing multiple representation in summary writing. Interview analysis indicated that all students who participated in interviews, regardless of solid multi-modal competency, recognized that use of multiple representations with appropriate explanations enable to communicate science information persuasively.

• 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.

• 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.

• Communications of Mathematical Education
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• v.22 no.2
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• pp.91-108
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• 2008

One of the essential factors for successful college mathematics class is to provide a strong motivation for learning to students. In this respect, this paper attempted to find out how the letter-writing assignment can change students' learning attitude and enhance their motivation for further mathematical investigation. The process is to have all students write up letters containing a summary of the major points covered during the semester, and to find out how valuable is the letter-writing assignment. The major finding of this research is that the letter-writing assignment makes a notable contribution to the desirable change of students' learning attitude. From this finding, we suggest that the letter-writing assignment be adopted by more math classes and expect that such expansion of the letter-writing assignment would have a positive influence on the students' learning attitude.

• 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 Association For Science Education
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• v.43 no.3
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• pp.307-319
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• 2023

This study aims to explain the key concepts and principles of text-based generative artificial intelligence (AI) that has been receiving increasing interest and utilization, focusing on its application in science education. It also highlights the potential and limitations of utilizing generative AI in science education, providing insights for its implementation and research aspects. Recent advancements in generative AI, predominantly based on transformer models consisting of encoders and decoders, have shown remarkable progress through optimization of reinforcement learning and reward models using human feedback, as well as understanding context. Particularly, it can perform various functions such as writing, summarizing, keyword extraction, evaluation, and feedback based on the ability to understand various user questions and intents. It also offers practical utility in diagnosing learners and structuring educational content based on provided examples by educators. However, it is necessary to examine the concerns regarding the limitations of generative AI, including the potential for conveying inaccurate facts or knowledge, bias resulting from overconfidence, and uncertainties regarding its impact on user attitudes or emotions. Moreover, the responses provided by generative AI are probabilistic based on response data from many individuals, which raises concerns about limiting insightful and innovative thinking that may offer different perspectives or ideas. In light of these considerations, this study provides practical suggestions for the positive utilization of AI in science education.