• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.249-265
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• 2013

The purpose of this study was to examine the influence of reading framework on writing for reflection when applied to inquiry-based Science Writing Heuristic approach. This study was conducted with 67 3rd grade middle school students. Thirty-two out of 67 students were assigned to R-SWH (Reading framework-Science Writing Heuristic) group while the other 35 students were assigned to SWH (Science Writing Heuristic) group. The R-SWH group has consistently used reading framework which the SWH group has not used when the inquiry-based science writing heuristic approach were carried out. The result of this study indicated that the R-SWH group showed a higher proportion of students who made writing for reflection by learning from reading materials than the SWH group. The R-SWH group used reading materials in order to understand the idea comprehensively and concept related to the topic the most, while the SWH group also used them for the same purpose as the R-SWH group but the ratio was less than the R-SWH group. In addition, as the learning activity has progressed, the R-SWH group showed that the proportion of students who transferred the science concept from reading materials into writing for reflection and the number of transferred concepts were higher than those of the SWH group. Therefore, the reading framework applied to inquiry-based science writing heuristic approach can facilitate a meaningful activity on reading and writing as a scaffolding to develop conceptual understanding.

• Journal of The Korean Association For Science Education
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• v.26 no.4
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• pp.537-545
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• 2006

The purpose of this study was to analyze the effects of the SWH application to problem-solving type inquiry modules. The modules were applied to 23 3rd grade students in middle school located in Chungbuk and the SWH strategy was applied to 3 experimental groups. The blue and green cards were presented at the problem emerging situation to the students to give enough thinking time. Using blue cards students propose solution to the problem in advance individually, then they discuss with group members using green cards and conduct experiments to solve the problem. SWH students exhibited better problem recognition and attitude.

• Journal of The Korean Association For Science Education
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• v.28 no.2
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• pp.130-138
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• 2008

The purpose of this study was to analyze the effects of Science Writing Heuristic(SWH) strategy on problem-solving type inquiry modules through student-student verbal interactions. The modules were applied to 23 students of the 3rd grade in middle school and the SWH strategy was applied to 3 experimental groups. The SWH is the strategy that each student, first of all, has a chance to think and propose ways of problem-solving by individual writing a blue card when problems were emerged, and then students discuss ways of problem-solving with group members by writing a green card. Verbal interactions during small group discussions were audio- and video-taped, transcribed and analyzed to compare the effect of the SWH strategy. As a results, experimental groups tended to force solely on questions and suggestions about problem-solving, but controlled groups executed experiment and discussed about problem-solving simultaneously. The analysis also showed that the experimental students dialogued more on the deep-leveled argumental interactions than the controlled students did; in particular, show more SS3 and SD1 verbal interaction regarding suggestions of problem solving. We argue, therefore, that the SWH strategy is effective to the problem-solving type inquiry modules.

• Journal of The Korean Association For Science Education
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• v.32 no.6
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• pp.1027-1038
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• 2012

We investigated the effect of Science Writing Heuristic (SWH) on elementary students' concept formation and their retention. Also we explored the interaction effect of those with scientific attitudes. We developed mirrors/lenses lessons incorporating SWH. An experimental group of fifth grade students (n=25) had been instructed with SWH lessons for six periods while a control group (n=25) taught according to the normal science lessons based on the Korean national curriculum using teacher's guides published by the Ministry of Education. Results of pre- and post-test of understanding the concept of mirrors and lenses showed a positive impact of SWH on both male and female students. However, the retention effect after post-test revealed that SWH only had an effect on female students' scientific attitudes. SWH, therefore, could be an effective teaching approach especially on concept formation, retention effects by fostering female students' scientific attitudes.

• Research in Mathematical Education
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• v.24 no.3
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• pp.175-199
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• 2021

The Science Writing Heuristic (SWH) approach is described as an immersive argument-based science inquiry focusing particularly on learning through epistemic practices. In the literature, several previous studies indicate how academic achievement is positively influenced by the SWH. In addition to these previous studies, several meta-syntheses of qualitative data have been conducted on this particular topic. With these literatures in mind, a quantitative meta-analysis was conducted with ten studies (N = 724) to examine the effectiveness of the SWH on student achievement in Turkey. To present a thoroughly detailed report, this study also examined the following moderators: grade level, subject area, school location, intervention length, and report source. Overall, this study found that in Turkey, the SWH classrooms performed better in academic achievement tests than traditional lecture-based classrooms. Additionally, the SWH is more likely to be effective regardless of grade levels, subject areas, and school locations.

• Journal of the Korean earth science society
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• v.44 no.2
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• pp.135-147
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• 2023

Satellite-observed significant wave heights (SWHs), which are widely used to understand the response of the ocean to climate change, require long-term and continuous validation. This study examines the accuracy and error characteristics of SWH observed by nine satellite altimeters in the North Pacific and North Atlantic Ocean for 25 years (1992-2016). A total of 137,929 matchups were generated to compare altimeter-observed SWH and in-situ measurements. The altimeter SWH showed a bias of 0.03 m and a root mean square error (RMSE) of 0.27 m, indicating relatively high accuracy in the North Pacific and North Atlantic Ocean. However, the spatial distribution of altimeter SWH errors showed notable differences. To better understand the error characteristics of altimeter-observed SWH, errors were analyzed with respect to in-situ SWH, time, latitude, and distance from the coast. Overestimation of SWH was observed in most satellite altimeters when in-situ SWH was low, while underestimation was observed when in-situ SWH was high. The errors of altimeter-observed SWH varied seasonally, with an increase during winter and a decrease during summer, and the variability of errors increased at higher latitudes. The RMSEs showed high accuracy of less than 0.3 m in the open ocean more than 100 km from the coast, while errors significantly increased to more than 0.5 m in coastal regions less than 15 km. These findings underscore the need for caution when analyzing the spatio-temporal variability of SWH in the global and regional oceans using satellite altimeter data.

• Journal of Environmental Science International
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• v.23 no.3
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• pp.409-431
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• 2014

In this study, the characteristics in the simulation of high-resolution coastal weather, i.e. sea surface wind (SSW) and significant wave height (SWH), were studied in a southeastern coastal region of Korea using the WRF and SWAN models. This analyses was performed based on the effects of various input factors in the WRF and SWAN model during M-Case (moderate days with average 1.8 m SWH and $8.4ms^{-1}$ SSW) and R-Case (rough days with average 3.4 m SWH and $13.0ms^{-1}$ SSW) according to the strength of SSW and SWH. The effects of topography (TP), land cover (LC), and sea surface temperature (SST) for the simulation of SSW with the WRF model were somewhat high on v-component winds along the coastline and the adjacent sea of a more detailed grid simulation (333 m) during R-Case. The LC effect was apparent in all grid simulations during both cases regardless of the strength of SSW, whereas the TP effect had shown a difference (decrease or increase) of wind speed according to the strength of SSW (M-Case or R-Case). In addition, the effects of monthly mean currents (CR) and deepwater design waves (DW) for the simulation of SWH with the SWAN model predicted good agreement with observed SWH during R-Case compared to the M-Case. For example, the effects of CR and DW contributed to the increase of SWH during R-Case regardless of grid resolution, whereas the differences (decrease or increase) of SWH occurred according to each effect (CR or DW) during M-Case.

• Korean Journal of Remote Sensing
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• v.29 no.6
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• pp.631-644
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• 2013

Significant Wave Height (SWH) data measured by satellite altimeters (Topex/Poseidon, Jason-1, Envisat, and Jason-2) were validated in the seas around Korea by comparison with wave height measurements from marine meteorological buoy stations of Korea Meteorological Administration (KMA). A total of 1,070 collocation matchups between Ku-band satellite altimeter data and buoy data were obtained for the periods of the four satellites from 1992 to the present. In the case of C-band and S-band observations, 1,086 matchups were obtained and used to assess the accuracy of satellite SWH. Root-Mean-Square (RMS) errors of satellite SWH measured with Ku-band were evaluated to roughly 0.2_2.1 m. Comparisons of the RMS errors and bias errors between different frequency bands revealed that SWH observed with Ku-band was much more accurate than other frequencies, such as C-band or S-band. The differences between satellite SWH and buoy wave height, satellite minus buoy, revealed some dependence on the magnitude of the wave height. Satellite SWH tended to be overestimated at a range of low wave height of less than 1 m, and underestimated for high wave height of greater than 2 m. Such regional characteristics imply that satellite SWH should be carefully used when employed for diverse purposes such as validating wave model results or data assimilation procedures. Thus, this study confirmed that satellite SWH products should be continuously validated for regional applications.

• Journal of The Korean Association For Science Education
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• v.28 no.8
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• pp.922-936
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• 2008

The purpose of this study was to investigate the effects of the Science Writing Heuristic (SWH) teaching strategy on cognitive levels, science concept understanding, argumentation and writing skills. 131 students attending to co-ed middle school were selected for the study and assigned to the experimental and comparative group. The teaching strategy using SWH was applied to the experimental group, while the traditional one led by teacher's lecturing was applied to the comparative group. The cognitive level test (SRT II) and baseline test were administered before the instruction period. The summary writing test and SRT II test were administered after instruction. The results showed that there was a significant difference between two groups in cognitive levels and science concept understanding, whole argumentation and writing skills. However, there was no significant difference in some argumentation components, including warrant, backing, qualifier, rebuttal, metacongnitive question. The results of this study showed the possibility of implementation of SWH in science classroom teaching.

• Journal of The Korean Association For Science Education
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• v.32 no.9
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• pp.1470-1488
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• 2012

This study examined changes in the quality of written arguments produced by freshman students in general chemistry laboratory classes using the SWH approach over a semester; difference in the quality of written argument between the original writing template (year I) and the extended writing template (year II); and any difference between Total Argument and Holistic Argument scores. 140 writing samples from 14 students on the year I and 228 samples from 19 students on the year II were collected. Results indicated that despite fluctuations, the students were producing stronger argument by the end of semester compared to the beginning of the semester. Original SWH template group received significantly higher argument scores than extended SWH template group. For the most of year I laboratory investigations, there was no significant difference in the quality of argument between Total Argument and Holistic Argument scores. An implication of this study would be to provide opportunities for students to practice constructing arguments using the original SWH writing template including questions, claims, evidence, and reflection.