• Korean Journal of Child Studies
• /
• v.35 no.6
• /
• pp.93-110
• /
• 2014

The purpose of this study was to examine the effects of cookbook making activities on young children's mathematical concept and writing development. The participants were comprised of 50 five-year-old children from two intact classes from a kindergarten in Gyeonggi province, and they were divided into an experimental and a comparison group. The experimental group participated in cooking activities and produced cookbooks as extension activities whereas the comparison group carried out only cooking activities. The results indicated that the children in the experimental group received statistically higher scores in mathematical concept- and writing-tests, suggesting that cookbook making activities are a useful educational tool for enhancing young children's mathematical concepts and facilitating their writing development.

• Hwankyungkyoyuk
• /
• v.25 no.2
• /
• pp.149-160
• /
• 2012

This study examined the effects of reflective writing activities utilizing environmental related mass media. Two classes participated as an experimental group (n=31) and a control group (n=30). Both groups of students learned five different topics on environment, such as diversity of ecosystem, global warming, desertification, reduction of the amount of carbon, and eco-friendly behavior. The experimental group students was taught utilizing mass media about each topic and had opportunities of reflective writing about each topic, while the control group of students was taught through lectures. The results indicated that students in the experimental group represented significantly better scores on environmental worldview, environmental sensitivity, and eco-friendly behavior compared to the control group students (p<.01).

• Korean Journal of Child Studies
• /
• v.21 no.2
• /
• pp.45-56
• /
• 2000

This study investigated the effects of writing activity integrated with verbal sharing on the diversity of vocabulary and complexity of expression in 33 five-year-old children attending a private kindergarten in Seoul. Subjects were divided into a control group of 16 children and an experimental group of 17 children. The experimental group participated in a 7 week program of writing activities integrated with verbal sharing time. The instrument used for the pre-and post-tests was the writing ability test(Nam Mi Jung, 1996) and the complexity of sentences test(Young Hee No, 1994). Data were analyzed by ANCOVA. The results revealed significant differences between the experimental and control groups in children's diversity of vocabulary and complexity of expression.

• Journal of Engineering Education Research
• /
• v.25 no.1
• /
• pp.33-45
• /
• 2022

This study aims to investigate effects of scaffolding on writing apprehension and media literacy in engineering freshmen's synchronous online writing course, and the relationships between the two variables. 'Scaffolding' is in-time support provided by a teacher/tutor or competent peer that enables students to meaningfully gain skills at problem solving process. Also, it is one of the most frequently mentioned concepts in education as well as one of the more necessary teaching strategies in an online writing course. In this study, provided treatments for the experiment were supportive scaffolding for domain-specific knowledge and reflective scaffolding for meta-cognitive knowledge. Participants were 102 engineering undergraduate students, who were assigned to two experimental groups by scaffolding types. A process-based writing course in online learning environment was conducted for 8 weeks. The writing tasks were given according to writing process. The findings were that, firstly, there were statistically significant writing apprehension's reduction and self-expression's improvement through the scaffolding provided in writing class. Secondly, writing apprehension's reduction and self-expression's improvement were significant in supportive scaffolding group. Thirdly, media literacy predicted writing apprehension. The practical implications of these findings are discussed herein, with particular attention on ways for writing apprehension's reduction as well as media literacy's enhancement.

• Journal of Elementary Mathematics Education in Korea
• /
• v.8 no.1
• /
• pp.89-108
• /
• 2004

Elementary mathematics education in the 7th mathematics curricula has been emphasized to foster ‘mathematical power’. For establishing this purpose, we need to provide the opportunities inducing to students' thoughts and to study leaching-learning methods to make structuring for their thinking process. Using to writing activities in students' mathematics learning, we think that we can find out their thinking process and this writing mathematics learning method is effective to promote their communication. Through analysing to six grade mathematics textbooks, we devised to mathematical writing types and teaching/learning models could being utilized in mathematics classes. And we investigated the influence of mathematical writing on the learning ability of students. We have experimented and investigated to after dividing experimental objects into two groups, experimental group and comparative group. We founded out, through these researches for mathematical writing teaming, that the experimental group of the former had obtained greatly better results than the latter in mathematical learning abilities and studying achievements. Based on these result, it is required to have an accumulation of research on teaching-teaming methods by using various types of mathematical writing study.

• Journal of The Korean Association For Science Education
• /
• v.31 no.8
• /
• pp.1077-1091
• /
• 2011

The purpose of this study was to examine the effects of argumentation-based general chemistry laboratory on preservice science teachers' chemistry concepts understanding and writing. Five topics about argumentation-based general chemistry laboratory activities were developed using Science Writing Heuristic (SWH) approach. Summary Writing Test, and Chemistry Concepts Test were developed as tools to examine the effects of this approach. Both Argumentation-based general chemistry laboratory activities and traditional general chemistry laboratory activities were implemented for the experimental group (23 students), and traditional general chemistry laboratory activities were implemented for the comparative group (16 students). Results of this study indicated that there were significant differences in both groups' chemistry concepts understanding and summary writing. The experimental group showed significantly higher mean score than comparative group in chemistry concepts understanding and summary writing. In the analysis of the sub-component of Summary Writing, there were no significant difference between both groups in 'Big Idea.' However, the experimental group gained significantly higher mean score in 'argumentation,' 'understanding of science concepts,' and 'rhetoric structure.' The results showed that argumentation-based general chemistry laboratory programs were effective in achieving chemistry concepts understanding and writing in general chemistry laboratory.

• Journal of Korean Elementary Science Education
• /
• v.31 no.2
• /
• pp.208-215
• /
• 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.

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

• Educational Technology International
• /
• v.12 no.2
• /
• pp.71-94
• /
• 2011

How can an automated essay scoring (AES) program, which provides feedback for essays, be a formative tool for improving ESL writing? In spite of the increasing demands for English writing proficiency, English writing instruction has not been effective for teaching and learning because of a lack of timely and accurate feedback. In this context, AES as a possible solution has been gaining the attention of educators and scholars in ESL/EFL writing education because it can provide consistent and prompt feedback for student writers. This experimental study examined the impact of different types of feedback for a college ESL writing program using the Criterion AES system. The results reveal the positive impact of AES in a college-level ESL course and differences between the teacher's feedback and the AES feedback. The findings suggest that AES can be effectively integrated into ESL writing instruction as a formative assessment tool.

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