• 대한지구과학교육학회지
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• 제4권1호
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• pp.74-82
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• 2011

The purpose of this study is to examine the effect of the science gifted children's creativity and scientific attitude development by e-PBL based scientific writing program. This program is composed of 4 instructions (13 hours), and its learning contents are made up to guide reading the related science books and understanding the contents through mind map to find out a solution by themselves, also, making an independent problem into group issue and setting up the plan for solution through small group cooperative learning, finally, performing activities like writing, presentation, evaluation and discussion according to the plan for solution. To examine the effect of creativity and scientific attitude by the program, 40 students of elementary science gifted children group in the Busan national university of education were selected for an experimental group. The review result is that, Firstly, the program affected positively creativity improvement of elementary science gifted children, Secondly, the program affects positively scientific attitude improvement of them as well. In conclusion, the program affects positively their creativity and scientific attitude.

• 대한지구과학교육학회지
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• 제4권2호
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• pp.166-176
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• 2011

The purpose of this study was to examine the effect of the science gifted children's Science Process Skiils and Creativity development by Scientific Writing Program using Thinking maps. To verify research problem, the subject of this study were third-grade students selected from two classes of an elementary scientific gifted students located in Ulsan : the search group is composed of twenty students who were participated in TScientific Writing Program using Thinking maps, and the other is composed of twenty students (comparison group) who were participated in teacher map based instruction in comparison group. Pro-test showed following results: First, the search group showed a significant improvement in the science process skills compared the comparison group. Second, the search group didn't showed a significant improvement in creativity compared in the comparison group. In conclusion, Scientific Writing Program using Thinking maps was more effective than teaching model using the teacher map on science process skill and creativity.

• 한국초등과학교육학회지:초등과학교육
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• 제31권2호
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• pp.208-215
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• 2012

A creative science writing program was developed, and applied to 2nd grade elementary students. Two 2nd grade elementary school classes in Seoul district were selected for the current study. A Pretest-Posttest Control Group Design was applied. The experimental group adopted the creative science writing program and the control group maintained traditional lectures for 12 classes. TTCT(Torrance Test of Creative Thinking) figural test and a scientific attitude test were conducted on both groups. According to the analysis, TTCT score of the experimental group was significantly higher than that of the control group (p<.01). Among several subscales of TTCT, elaboration and resistance to premature closure was especially improved. Also, scientific attitude scale of the experimental group was significantly higher than that of the control group (p<.01). Among subscales of scientific attitude, the creative science writing program was effective on improving students' open-mindedness, critical mindedness, cooperation, voluntariness, and endurance. Gender was not a factor in the improvement of both students' creativity and scientific attitude.

• 한국초등과학교육학회지:초등과학교육
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• 제28권2호
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• pp.178-186
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• 2009

The science writing is recognized for useful learning method to boost up scientific thinking for all class course as well as traditional lecture and experiment. Many researches say that science writing is helpful to extend students' science knowledge and scientific attitude. By the way, the researchers thought that science writing can also improve the science process skill if students participate in delicately organized learning program. In this study, we had contrived the teaching & learning strategy of science writing to improve science process skills. The learning program covers all field of Klopfer's process skills with various forms of writing; explaining writing, logical writing, critical writing, and creative writing. The learning program has been developed for 5th grade students in the regular classes in order to enhance science process skills as well as knowledge and scientific attitude. Not to miss any process skill or various kinds of writing, we used 3 dimensional frame. The axes of the frames are science process skills, forms of writing, and science curriculum contents. The students are given the final writing theme at the beginning of each chapter. They drill science process skills step by step during the classes, and have a chance to talk each other before the final writing. They practice writing skills from one sentence to full article by degrees. The effect of the program was examined by students' work and TSPS (Test of Science Process Skill). The result showed that 5th grade students had a meaningful progress in science process skills as well as knowledge and scientific attitude. we could confirm it with examining students' work in the class.

• 한국과학교육학회지
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• 제33권4호
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• pp.751-762
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• 2013

이 연구의 목적은 중학생들의 과학창의성 향상을 위한 과학글쓰기 프로그램을 개발하여 그 효과를 분석하는 것이다. 이를 위해 중학교 2학년 과학 "자극과 반응", "식물의 구조와 기능" 단원을 대상으로 총 21차시 분량의 과학글쓰기 프로그램을 개발하였다. 이 과학글쓰기 프로그램은 과학 수업의 매 차시 정리 단계 10분 동안 적용할 수 있도록 구성하였다. 과학글쓰기의 주제는 실생활과 관련된 과학 내용을 바탕으로 융통성, 독창성, 정교성의 창의적 사고가 신장될 수 있는 것을 선정하였으며, 과학글쓰기 유형을 다양하게 구성하였다. 과학글쓰기 프로그램은 활동지를 통해 진행되었다. 활동지에는 해당 차시의 과학글쓰기와 관련된 탐구기능, 창의적 사고 유형, 과학글쓰기 유형을 제시하여, 학생들에게 과학글쓰기에서 다루고자 하는 구체적인 학습내용을 안내하였다. 또한 활동지에 교사 피드백 란을 두어 학생들이 교사의 피드백을 통해 자신의 과학개념과 창의적 사고과정을 점검할 수 있도록 하였다. 연구 결과, 과학글쓰기 프로그램은 학생들의 과학 창의성을 향상시키는 데 효과가 있었다(p< .01). 이는 과학글쓰기 프로그램이 창의적 사고를 발휘하여 정해진 답이 아닌 다양한 해결책을 찾을 수 있도록 구성되어 있어, 과학글쓰기를 통해 학생들의 과학창의성이 신장될 수 있었던 것으로 생각된다. 특히 교사의 피드백이 학생들의 과학개념을 점검하고 창의적 사고를 발달시키는 데 도움이 되었다. 과학글쓰기 프로그램은 학생들의 융통성 향상에 효과적이었으나(p< .01), 독창성과 정교성 향상에는 효과가 없었다(p> .05). 학생들이 과학글쓰기를 통해 가능한 한 많은 해결 방안을 찾는 과정에서 자연스럽게 융통성이 향상된 것으로 생각된다. 과학글쓰기를 통해 학생들의 독창성 및 정교성을 향상시키기 위해서는 과학글쓰기의 분량, 내용, 작성 시간 등을 조절할 필요가 있다.

• 한국초등과학교육학회지:초등과학교육
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• 제33권4호
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• pp.710-723
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• 2014

The purpose of this study was to develop instructional strategy for newspaper-based science writing and to examine the effect of its application. The target unit was 'change of weather' and 'a variety of gas' in the sixth grade of elementary school, and the teaching strategy was composed of 3 stages-writing including realistic, interpretative and comprehensive writing. The result of applying this strategy into actual classrooms was as follows. First, it was proven that the science writing strategy using newspaper articles actually helped improving science process skills of learners, in particular, integrated process skills. Second, this strategy for science writing changed the scientific attitude of learners positively. While they read the newspaper articles, their thinking became more elaborate and systemized, which seemed to serve to foster their openness, criticism, and perseverance. Third, the science writing strategy did not contribute to the improvement of learners' science study achievement. To improve the understanding of scientific concepts and principles of learners, it is needed that teaching program combines with argument-based activity organically. The above-mentioned findings show that this instructional strategy using newspaper articles can be applicable as one of effective methods in science writing.

• 한국초등과학교육학회지:초등과학교육
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• 제31권4호
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• pp.413-423
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• 2012

The purpose of this study was to identify the effectiveness of science writing on organizing scientific knowledge and improving science process skills and science attitude, as science educators have indicated. For this study, two classes of $5^{th}$ grade students were chosen in the same elementary school. Subjects were divided into an experimental and a control group. The students in the experimental group took part in a science writing program for 14 lessons of science classes. The students in the control group were taught according to the traditional science program using standard science textbooks. To identify the effects of science writing, both groups' students were tested on science achievement, science process skills, and science attitude before the program implementation and were tested on science concept, science process skills, science attitude after the program implementation. The results of this study showed that the experimental group gains significantly higher scores than the control group in science concept and science attitude, but there was no significant difference on science process skills for either group. In conclusion, science writing had positive effects on science concept and science attitude of elementary school students, helping them to express their thinking logically and systematically, but science process skills were not affected.

• Human Ecology Research
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• 제52권2호
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• pp.189-198
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• 2014

The purpose of this study was to examine the effects of the We Start center visiting intervention program on the positive changes in the developmental areas and literacy interests of young children from low-income families. The subjects were 195 young children (109 in the experimental group, M=71.7 months; 86 in the control group, M=73.3 months) living in We Start areas (Ansan, Gwangmyeong, and Suwon cities) of Gyeonggi-do. The We Start center visiting intervention programs were conducted for 30-34 weeks in each city, and pre-tests and post-tests were conducted before and after the intervention programs. The instruments used were the developmental checklist and the literacy interests test The developmental checklist consisted of 7 domains (personality & sociality; language, reading, & writing; scientific thinking; mathematical thinking; arts; social learning; and physical development). The literacy interests test consisted of 2 factors (interest in literacy and interaction during activity). The scores on the developmental checklist showed positive changes in several domains (personality & social development; language, reading, & writing ability; scientific thinking; and social learning), but not in mathematical thinking, arts, and physical development. Second, the results of the literacy interests test showed positive effects on interaction during activity and the total score. In conclusion, the We Start center visiting program for young children from low-income families is an effective early intervention program to end the intergenerational transference of poverty in Korea.

• 대한화학회지
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• 제62권5호
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• pp.398-411
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• 2018

본 연구의 목적은 탐구적 과학 글쓰기(Science Writing Heuristic)를 적용한 과제연구의 활동이 고등학생의 과학 탐구 능력 및 과학에 대한 태도에 미치는 영향을 알아보는 것이다. 이를 위하여 전남 소재의 고등학교 과학중점과정 2학년 학생 73명을 대상으로 의문 만들기, 실험 설계, 관찰, 주장과 증거, 읽기, 반성의 단계로 구성된 탐구적 과학 글쓰기를 적용한 과제연구 프로그램을 실시하였다. 프로그램의 효과 분석을 위해 과학 탐구 능력과 과학에 대한 태도를 검사하였고, 탐구적 과학 글쓰기를 적용한 과제 연구 수업에 대한 인식을 조사하였으며, 결과 해석의 어려움이 있을 경우 면담을 실시하였다. 연구 결과는 다음과 같다. 첫째, 과학 탐구 능력 중 추리, 가설 설정, 변인 찾기, 조작적 정의, 실험설계, 그래프화 및 데이터 해석, 일반화 능력은 통계적으로 유의미하게 향상되었으나(p<.05), 예상 능력은 향상되었으나 통계적으로 유의미하지 않았다(p>.05). 둘째, 과학에 대한 태도 중 과학에 대한 취미로서의 관심, 과학 수업의 즐거움, 과학 직업에 대한 관심은 통계적으로 유의미하게 향상되었으나(p<.05), 과학 탐구에 대한 태도는 통계적 유의하지 않았지만 점수가 감소했다. 탐구적 과학 글쓰기를 적용한 고등학교 과제 연구 수업은 과학 탐구 능력 및 과학 태도에 긍정적인 효과가 있었지만 오랜 기간 동안 일반 과학 수업과는 다른 형태로 학생이 주도하며 진행되기 때문에 학생들에게 부담이 된다. 그래서 이러한 단점을 최소화하고 장점을 최대화한 과제 연구 수업 전략에 대한 지속적인 연구가 필요하다.

• 영재교육연구
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• 제21권1호
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• pp.163-174
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• 2011

과학기술이 가치판단을 요구하는 복잡한 문제로 발전해감에 따라 과학영재를 위한 가치판단 능력을 기를 수 있는 프로그램을 구성하고자 본 연구에서는 먼저 과학영재들의 과학기술에 대한 견해가 어떤 형식으로 주장되고 있는지를 분석하였다. 본 연구는 서울소재 대학부설 과학영재원의 60명을 대상으로 글쓰기와 이메일을 통해 자료를 수집하였다. 분석결과, 과학영재 학생들의 주장형식 중 29%가 자신의 주장에 유리한 측면만을 언급하는 '일방적 주장' 형식을 취하였고, 양쪽 측면을 모두 언급한 사례 중에서도 10%만이 '반박'의 주장형식을 사용하였다. 또한 '대안 제시', '과학기술에 대한 긍정적 기대 부여'에서는 과학영재 학생들의 과학기술에 대한 긍정적 인식이 드러났다. 본 연구결과를 바탕으로 과학영재를 위해 구성될 논증교육 프로그램은 체계적인 논증지식을 지도할 뿐 아니라 과학기술의 한계와 역할을 인식할 수 있도록 돕고 과학기술의 긍정적 효과와 부정적 효과 사이에서 균형적 판단을 내릴 수 있도록 안내할 수 있어야 할 것이다.