• Hwankyungkyoyuk
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• v.21 no.3
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• pp.13-25
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• 2008

This study examined the educational effects of journal writing on environmental literacy of elementary students. Thirty-one 3rd grade students were involved in the journal writing which is considered as one of the most frequently performed writing activities in elementary students. Topics for the journal writing were chosen from a textbook on the environment. Before and after the journal writing, an instrument was used to measure the environmental literacy of the students. The environmental literacy instrument was originally developed by Jin (2004) then were modified by Kim (2005) for elementary students. The results of this study are as follows. The environmental literacy of the students, on average, was improved from 140.84 (74.5%) to 161.84 (85.6%) after the journal writing and the difference was statistically significant(t=7.46, p<.001). The environmental literacy scores were significantly improved in every variable after the journal writing: ecological knowledge(t=3.60, p<.01), environmental sensitivity(t=2.54, p<.05), knowledge of environmental issues(t=3.11, p<.01), environmental attitude(t=5.92, p<.001), environmental concern(t=5.27, p<.001), sense of environmental crisis(t=2.97, p<.01), environmental issue investigation and action strategy knowledge (t=2.34, p<.05), environmental skill(t=4.86, p<.001), locus of control(t=5.63, p<.001), and responsible environmental behavior(t=4.64, p<.001). This study also shows that improvement of the students was statistically significant in each of the four levels of goals in environmental education: EE goal level I (t=4.22, p<.001), level II (t=7.53, p<.001), level III(t=5.01, p<.001), and level IV(t=5.46, p<.001). The results imply that the journal writing on the environment is effective in cultivating elementary students' environmental literacy and in achieving goals in environmental education.

• Journal of Environmental Science International
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• v.19 no.1
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• pp.69-80
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• 2010

Today's fundamental purpose of environmental education is to fulfill people's desire of living in a pleasant environment and at the same time promoting individualistic and collective environmentally friendly behaviors. In order to achieve these purposes, it is very important that each person holds an environmentally friendly mind that constantly tries to preserve and protect the environment which should be acquired through experiencing the importance of the environment. In order to increases the sense of attachment of people and the natural environment, the direction of environmental education should carry out education on environment related knowledge and the condition of environment damage side by side. The direction of environmental education should consider the cultivating student's awareness for active participation on matters related to the environment and to change their behaviors towards the environment. This study has tested the effect of reflective writing activities about the environment on the environmental sensitivity and willingness to act of 5th grade primary school students. For the sole purpose of this study, 70 students out of 141 5th graders of M Primary School were divided as the experimental group, and another 71 students were divided as the control group. The experimental group participated in 10 activities in where they were asked to express their thoughts and feelings in writing regarding 10 environmental problems occurring near the M Primary School. The control group participated in 10 environmental education lectures focusing on the lecturer. The results were as following. First, the reflective writing activities about the environment were effective in the environmental sensitivity of primary school students. Second, the reflective writing activities about the environment can affect the environmental willingness to act of primary school students. Third, there was a statistically significant correlation between environmental sensitivity and environmental willingness to act.

• Korean Journal of Child Studies
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• v.27 no.6
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• pp.53-68
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• 2006

For this study of the writing performance of verbally gifted elementary and middle school students and its relations to home literary environment, reading attitude, perceived verbal ability, and preference for verbal expression, a sample of 101 verbally gifted children was recruited from classes in a gifted education institute in P metropolitan area. Results of path analyses show that verbally gifted children's home literary environment affects reading attitude and perceived verbal ability; reading attitude and perceived verbal ability affects preference for verbal expression; and preference for verbal expression directly affects writing performance. Results imply that the indirect relations of home literary environment to verbally gifted children's writing performance are an important foundation for developing preference for verbal expression and writing skills.

• Korean Journal of Child Studies
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• v.26 no.6
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• pp.267-285
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• 2005

This ethnography explored, the emergent writing and literacy of two-year-old children in classroom. The specific purpose of the study focuses on toddler's text appropriation from text environment and on social interaction between teachers and toddlers. The result showed that toddlers appropriated writing signs or words from their own text-environment and used it as the instrument for social interaction and communication. Specifically, they initiated social interaction by giving messages of their appropriated signs to adults as teachers, who were easily capable of communication. This led to all toddlers' involvement in message exchange in the classroom. Toddlers' marks of scribbles were also consisted of different kinds of lines and circles. Those marks have different meaning and. symbolic systems: drawing and writing graphics. Even though drawing and writing graphics developed as different symbol systems in toddlers' marks, each system helped to extend each other.

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

• English Language & Literature Teaching
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• v.16 no.1
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• pp.171-188
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• 2009

The purpose of this study was to investigate the role of ongoing feedback from the professor in students' processes of learning and developing writing skills. Specifically, the researcher was concerned with how ongoing feedback affected students' attitudes towards writing because in EFL contexts, motivating students to write is a first step to engage them in a challenging journey of academic writing. 20 freshmen taking a writing course, "Paragraph & Essay Writing", at A university participated in this study and they were asked to complete the questionnaire at the end of the spring semester 2009. The results revealed that receiving ongoing feedback from the professor had a positive influence on affective domain, was helpful to develop learning strategies, and was valuable in learning outcomes. However, they also expressed negative opinions: feeling a burden, focusing on forms, and feeling confused. To reflect their opinions, the following four suggestions were made to create a more effective learning environment: promoting learner autonomy, facilitating individual writing conferences, giving balanced feedback in between form and content, and using judicious feedback through careful streaming.

• Cross-Cultural Studies
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• v.37
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• pp.267-286
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• 2014

The purpose of this study is to improve the writing skills through activities to read and summarize the internet children newspaper article. The subjects of study are the college students of A2-B1 level in the French writing classes. The range of study was as follows: - As the previous activity of writing, activities of teaching and learning of vocabularies to comprehend the internet children newspaper article. - learn about the rules of summary - writing the summary The children's newspaper used in this study has the advantage that can increase the learning motivation of learners as having a topicality by itself and a level of easy language. The summary activities can be called a comprehensive activities of teaching and learning that combine the critical reading ability that can distinguish important information and secondary one with the creative writing ablility that can reconstruct one's own style from the selected content. In addition, the summary assists the understanding of a text and is a help to its memory. It is the strategy of reading comprehension and also is simultaneously the strategy of writing that can write with one's own vocabulary by newly structuring the text. The results of this study will provide a vitality for the education environment and field of study of French language that have been neglected the writing ability. Moreover it will be the motivation to propose a way of a balanced French language communication to our French language learners weighted on oral communication.

• Journal of the Korea Society of Computer and Information
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• v.23 no.6
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• pp.9-14
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• 2018

This paper focuses on how the latest progress in digital media and technology affects the writing education environment. In the contemporary era, collecting numerous pices of information online, and arranging them to create new knowledge is important. There is also a need to seek new methods for writing education to stay in tune with the times. To that end, this paper suggests an open writing model using hypertexts. This writing model consists of a total of five stages, which are use of information, compilation of information, open mutual discussion, search of additional information and writing to recreate knowledge. The final outcome of such writing is writing using footnotes. By describing the gist of the keyword and adding numerous footnotes, such writing opens up an infinite possibility of re-creating information into new knowledge. This method can help university students who are accustomed to the digital society to proactively use information and improve multi-disciplinary communication skills required today. This author applied such a model to university writing education and found that more than 82% of the students were satisfied. Through the process of collaboration and recreation of knowledge in writing, learners found distinct benefits and noted their horizons had broadened. Given this effect, the open writing model using hypertexts is meaningful in that it forms a learning community that goes beyond a one-way feedback from instructor to student and instead nudges students to realize collective intellect. Moreover, it is meaningful in that it moves away from a top-down approach of the instructors passing down knowledge about writing and its rules, and towards a more proactive involvement by students in creating knowledge.

• Journal of the Korean Home Economics Association
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• v.34 no.3
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• pp.305-325
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• 1996

This study was designed to compare mothers' beliefs of literacy development and home literacy environment and to explore how the children interacted with their mother during literacy activities and how they used the strategies to develop knowledge of literacy. The qualitative data was collected from multiple sources of naturalistic information and analyzed through triangulation of diverse methods including participant observations in the home, parental during literacy events, written logs kept by the mothers, the children's writing products, three emergent assessment forms, and photographs. The three preschoolers and their mothers provided different literacy experiences to support their children's emerging conventional literacy development. Child 1's mother highly valued the rich home literacy environment and the child 1's initiative interactions during literacy events. Child 3's home literacy context was very similar to her Montessori classroom's phonic approach and writing skills. Child 2 was provided with an inappropriate literacy environment at home through direct instruction and an emphasis on correct writing. All of the children were interested and attended to story. Child 1 interacted with her mother in expanded cycles as child's initiation, mother's clarification, and child's evaluation, compared with the child 2's simple cycle and the child 3's classroom-like cycle as mother's initiation, child's response, and mother's evaluation. The children and their mothers employed a number of diverse strategies to understand knowledge of literacy. Importantly parent education needs to emphasize the importance of playful one to one mother-child interaction, a functional holistic literacy environment., and strategies for expanding child's knowledge with parent as mediator.

• Hwankyungkyoyuk
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• v.25 no.2
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• pp.149-160
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• 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).