• 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.

• Korean Journal of Cognitive Science
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• v.26 no.2
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• pp.125-146
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• 2015

This study investigated the contribution of Korean phonological awareness to English phonological awareness and the relations of phonological awareness with reading and writing in Korean Hangul and English among Korean 5th graders. With age and vocabulary knowledge statistically controlled, Korean phonological awareness was transferred to English phonological awareness. Specifically, syllable and phoneme awareness in Korean transferred to syllable awareness in English, and Korean phoneme awareness transferred to English phoneme awareness. In addition, English phoneme awareness independently explained significant variance of reading and writing in Korean and English after controlling for age and vocabulary. Syllable awareness in Korean and English explained Hangul reading and writing, respectively. The results suggest cross-language transfer of phonological awareness that is a metalinguistic skill. Phoneme awareness is important in reading and writing in English whereas both of syllable and phoneme awareness are important in literacy of Korean.

• Journal of Digital Convergence
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• v.11 no.2
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• pp.263-269
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• 2013

This research paper is applying Writing Supporting System on the previous research study about writing tool data model on interactive storytelling about family Story. Family story writing supporting system enables users to create text, images, videos and digital contents based on experimental knowledge collected from the first and second generations. The paper about studies on writing tool system on family story, aims to create documentary based high quality contents about each family members and family history. At the same time, overcome generation gaps and the lack of creation infrastructures. Throughout this process, the author will contribute to the expansion of creation devices which can be applied in other researches and writing tools.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.3
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• pp.435-455
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• 2015

This study is aimed at analyzing the level change and features of mathematical communication in elementary students' expository writing. 20 students of 5th graders of elementary school in Seoul were given expository writing activity for 14 lessons and their worksheets was analyzed through four categories; the accuracy of the mathematical language, logicality of process and results, specificity of content, achieving the reader-oriented. This study reached the following results. First, The level of expository writing about concepts and principles was gradually improved. But the level of expository writing about problem solving process is not same. Middle class level was lower than early class, and showed a high variation in end class again. Second, features of mathematical communication in expository writing were solidity of knowledge through a mathematical language, elaboration of logic based on the writing, value of the thinking process to reach a result, the clarification of the content to deliver himself and the reader. Therefore, this study has obtained the conclusion that expository writing is worth keeping the students' thinking process and can improve the mathematical communication skills.

• Korean Journal of Child Studies
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• v.31 no.5
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• pp.31-45
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• 2010

This study was conducted in order to investigate the effect of students' attitudes to internet media language and orthographic knowledge on their use of internet media language. The participants were 989 students in the 4th to 11th grades in Kyunggi-do. It was found that the participants used more internet media language in internet literacy than for general writing. Elementary students exhibited significantly less orthographic knowledge and used more internet media language to write on the internet than older students. Students' attitudes to internet media language went a long way to explaining their self-assessment on the frequency of using internet media language and their genuine use of internet media language on the internet. Their orthographic knowledge, however, was not a significant predictor for their use of internet media language.

• Journal of the Korean Chemical Society
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• v.59 no.6
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• pp.499-507
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• 2015

The purpose of this study is to investigate middle school students’ understanding of ionic equation. Two hundreds and nineteen middle school students were participated in the study. After six class hours of learning ‘electrolyte and ion’ unit, instrument was implemented to evaluate students’ understanding of ionic process and ability to write ionic equation. We analyzed the influence of characteristics of ionic compounds on correct answer rate. In addition, knowledge state of students required for writing ionic equation was analyzed. The results were as follows: First, ionic compounds tested were categorized into six groups. The correct answer rate was different depending on the characteristics of each group. Second, knowledge state required for writing ionic equation was structured. Based on results some suggestion were made to develope effective learning strategy for understanding ionic equation.

• Asia Pacific Journal of Corpus Research
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• v.2 no.2
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• pp.17-29
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• 2021

The current study explores small corpora of critiques written by Chinese and non-Chinese university students and how strategies used by these writers compare with high-rated L1 students. Data collection includes three small corpora of student writing; 20 student critiques in 2017, 23 student critiques from 2018, and 23 critiques from the online Michigan MICUSP collection at the University of Michigan. The researchers employ Text Inspector and Lexical Complexity to identify university students' vocabulary knowledge and awareness of syntactic complexity. In addition, WMatrix4® is used to identify and support the comparison of lexical and semantic differences among the three corpora. The findings indicate that gaps between Chinese and non-Chinese writers in the same university classes exist in students' knowledge of grammatical features and interactional metadiscourse. In addition, critiques by Chinese writers are more likely to produce shorter clauses and sentences. In addition, the mean value of complex nominal and coordinate phrases is smaller for Chinese students than for non-Chinese and MICUSP writers. Finally, in terms of lexical bundles, Chinese student writers prefer clausal bundles instead of phrasal bundles, which, according to previous studies, are more often found in texts of skilled writers. The current study's findings suggest incorporating implicit and explicit instruction through the implementation of corpora in language classrooms to advance skills and strategies of all, but particularly of Chinese writers of English.

• Journal of Korean language education
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• v.29 no.3
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• pp.293-324
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• 2018

The purpose of this study was to identify differences in the report assessment patterns of international undergraduate students and instructors. Based on two sample reports, the following differences were confirmed between international students and instructors' assessments of reports. First, instructors and students showed no differences in their assessments of the well-formatted report. However, the two groups exhibited differences in their assessments of the report that was not well formatted in that students evaluated the report more highly than instructors did. Second, instructors and students exhibited notable differences in their assessments of items such as citation, logic, and expression. This may have been because students lacked knowledge on citation methods and the use of grounds for arguments based on citation methods and topics. Third, students and instructors showed differences in their areas of focus when evaluating reports. Instructors mostly focused on the main topics of each report, whereas students focused on supporting details for the main topics. Based on these findings, instructors need to emphasize the following areas in educating international undergraduate students on report writing. First, they should stress proper source citation. They should provide frequent guidance on how to accurately cite sources. Second, they should help students to first think about the overall form and content of their reports. Instructors should emphasize that having a logical overall report structure and content that is relevant to the subject is more important in general than grammar or accuracy of vocabulary.

• Journal of The Korean Association For Science Education
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• v.27 no.8
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• pp.711-723
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• 2007

As the discourse of scientific literacy has broadly summed up the goals of science education in the current decade, this study attempts to question how we contextualize appropriate interpretations and feasible approaches to scientific literacy in K-6 science education. With respect to the complex praxis of scientific knowledge and practice, this study emphasizes the participatory framework of scientific literacy which interweaves children's everyday experiences and science learning. This study also concerns children's abilities to understand and enact scientific enterprises (i.e., children's fundamental sense of scientific literacy). As a way of developing K-6 scientific literacy, this study investigates how using science books can broaden the scope of children's understandings of science in life connections and promote a fundamental sense of scientific literacy through talking, reading, and writing skills in Grade two science classrooms in Canada. Second graders were engaged in learning "sound" for five weeks. During science lessons, children's talks were recorded and their writings were collected for data interpretation. This research finds that using science books can encourage children to become engaged in communicative activities such as talking, reading, and writing in science; furthermore, using science books develops children's inquiry skills. These findings open a further discussion on scientific literacy at the K-6 levels.

• Journal of The Korean Association For Science Education
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• v.40 no.1
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• pp.41-50
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• 2020

Looking at the understanding of scientific concepts from a linguistic perspective, it is very important for students to develop a deep and sophisticated understanding of words used in scientific concept as well as the ability to use them correctly. This study intends to provide the basis for productive knowledge education of scientific words by noting that the foundation of productive knowledge teaching on scientific words is not well established, and by exploring ways to teach the relationship among words that constitute scientific concept in a productive and effective manner. To this end, we extracted the relationship among the words that make up the scientific concept from the text of science textbook by using quantitative text analysis methods, second, qualitatively examined the meaning of the word relationship extracted as a result of each method, and third, we proposed a writing activity method to help improve the productive knowledge of scientific concept words. We analyzed the text of the "Force and motion" unit on first grade science textbook by using four methods of quantitative linguistic analysis: word cluster, co-occurrence, text network analysis, and word-embedding. As results, this study suggests four writing activities, completing sentence activity by using the result of word cluster analysis, filling the blanks activity by using the result of co-occurrence analysis, material-oriented writing activities by using the result of text network analysis, and finally we made a list of important words by using the result of word embedding.