• Journal of the Korean Chemical Society
• /
• v.62 no.5
• /
• pp.398-411
• /
• 2018

The purpose of this study is to investigate the effects of research project activities using the science writing heuristic on science inquiry abilities and attitudes toward science in high school students. For this purpose, we conducted the research project activities using the science writing heuristic consisting of questioning, experimental design, observation, argument and evidence, reading, and reflection steps for 73 students of the second year of science core course in high school in Jeonnam. In order to analyze the effects of the program, we surveyed the scientific inquiry ability and attitude toward science, investigated the perception of the research project class applying science writing heuristic, and conducted interviews when there was difficulty in interpreting the results. And the results of this study are as follows. First, among the science inquiry abilities, the score of Reasoning, Hypothesis setting, Finding variables, Operational definition, Experimental design, Graphing and data interpretation, Generalization was significantly improved statistically (p<.05), but the score of Expectation was not statistically significant (p>.05). Second, among the attitudes toward science, the score of 'Leisure interest in science', 'Enjoyment of science lessons', 'Career interest in science' was significantly improved statistically (p<.05). And the score of 'Attitude to scientific inquiry' decreased but it's not significant statistically. The high school research project applying science writing heuristic had a positive effect on scientific inquiry ability and scientific attitude but it could be burden to students because it is led by students in a form different from general science class for a long time. And so continuous study on research project that minimize these disadvantages and maximize their merits is needed.

• International Journal of Computer Science & Network Security
• /
• v.21 no.3
• /
• pp.94-102
• /
• 2021

The study aimed to define all the main determinants of writing a research paper in an integrated manner within the requirements of the science network journals, by introducing scientific research and the steps of writing a research paper, starting from choosing the title to writing the abstract, identifying the research problem, questions, importance and objectives of the study, how to choose previous studies, research methodology and tools, discussion and results In addition to determining the acceptable percentage of plagiarism for science network journals, recommendations, choosing appropriate references and choosing the appropriate references, in addition to determining the acceptable percentage of plagiarism for the journals of the Network of Science, the researcher used the method of analytical investigative research to find out the axes of the study and analyze different reference citation methods to deal with different sources of information (articles-books-theses-conference works-reviews), In addition to studying the most important international programs for measuring plagiarism ratios that are accredited within the journals of the Science Network, and the study concluded that the researcher must present original and innovative results, add an integrated and logical work, take into account all the scientific conditions in the design of the research, its steps and ethics, and take into account the international standards in citing Reference, taking into account the rates of plagiarism within Web of Science journals.

• Journal of the Korean Society of Earth Science Education
• /
• v.4 no.1
• /
• pp.74-82
• /
• 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.

• Journal of Korean Elementary Science Education
• /
• v.27 no.2
• /
• pp.158-169
• /
• 2008

The purpose of this study was to analyze the uses of the external representations in the $3{\sim}6th$ grade science textbooks developed under the 7th National Curriculum on the basis of the theories and the research results on learning with the multiple representations. The results showed that the frequencies of the macroscopic external representations were higher than those of the symbolic external representations. The external representations with drawing and/or writing, especially writing, were used more frequently than those without drawing and/or writing. However, the most of the external representations were rarely used according to the principles and/or the theories (e.g., personalization principle, dual coding theory, cognitive load theory, and social constructivism theory) for effective uses of the multiple external representations in the science textbooks. The present study provides the guideline to establish the effective uses of the external representations in the science textbooks that not only meet learners but also teachers.

• Journal of Engineering Education Research
• /
• v.16 no.1
• /
• pp.15-26
• /
• 2013

The present study was conducted to investigate science and engineering graduate students' proficiency in technical English writing and their perceptions of research ethics. Given that graduate students in science and engineering colleges usually write journal articles as well as dissertations in English, this study examined their experience of and preparation for technical English writing, writing practices, and research ethics including plagiarism. The results of the study show that it is very necessary to intensify education on research ethics and to provide educational training in proper citation practices. These findings can be used as a basis for the development of future academic curricula and other support resources to improve science and engineering graduate students' technical English writing.

• Journal of The Korean Association For Science Education
• /
• v.32 no.7
• /
• pp.1109-1123
• /
• 2012

The purpose of this study is to examine the effects of small group discussion on elementary students' science writing. In this study, four 6th grade students were chosen from an elementary school in Seoul. Students were involved in eight science writing classes and the contents of a small group discussion and interactions were recorded and observed. Students' science works were collected and analysed based on three domains: scientific thinking, logic and originality. The result of this study showed that the contents of a small group discussion greatly affected the scientific thinking domain. A low-achieving student received lots of help from a high-achieving student. It was easy to improve in the logic domain through the science writing classes. Average students got good grades in an originality domain when the subject was related to their real life. A small group discussion would have an effect on science writing ability positively if the students acquired proper guidance on the procedure and manner of discussion. The science writing lesson would be more effective if the learning group was organized homogeneously in the aspects of intelligence achievement and interpersonal relationships.

• Journal of The Korean Association For Science Education
• /
• v.33 no.7
• /
• pp.1329-1342
• /
• 2013

The purpose of this research was to investigate the relationship between the change of beginning teachers' beliefs about a lesson and that of teaching practice and argument-based inquiry using science writing. Participants were three science teachers (A, B, and C) from different middle schools. Classroom observation and interview data were collected and transcribed for analysis. A Summary Writing test was also administered to examine whether there was an improvement in students' learning. The results indicated that the interaction between the teachers and their students developed, which is concluded as an improvement in the teaching practice. Teacher A and B also reported that teacher-student interaction had improved. Teacher A and C came to understand that argument-based inquiry using science writing classes constituted learner-centered instruction. The result from the Summary Writing Test showed the impact of the changes in teaching practice and in teachers' awareness of students' learning as well as produced meaningfully higher scores than compared groups on the rhetorical structure of all the specific areas in teacher A's school and on the scientific concept at B and C's schools.

• International Journal of Computer Science & Network Security
• /
• v.22 no.11
• /
• pp.25-32
• /
• 2022

The current research aims to identify the effectiveness of a training program based on digital stories to develop writing skills for students with learning difficulties. The research sample consisted of (12) students with learning difficulties in the fifth and sixth grades, who were chosen intentionally. The results showed the effectiveness of the program and the maintenance of this improvement over time as results showed that there were statistically significant differences at the level (α = 0.05) between the two measurements, before and after, in favor of the post-measurement. The results also showed that there were no statistically significant differences at the level (α = 0.05) between the post and follow-up measurements on the writing skills scale. This indicates the long-term impact of the program. The researchers recommend the need to expand educational programs' adoption of digital stories to develop the skills of students with learning difficulties.

• Journal of the Korean Society of Earth Science Education
• /
• v.7 no.1
• /
• pp.11-23
• /
• 2014

The purpose of this study is to analyze the degree of argumentation structure development and factors of development of preservice teachers through SSI related argumentative writings. The study was conducted with 16 preservice teachers that students taking elementary science education theory class in K university located in Chungbuk. The testees wrote six SSI related argumentative writings (once a week), and we examined the degree of argumentation structure development and the change in the recognition of SSI of the preservice teachers by comparing the writings before and after the experiments. The experimental results showed that argumentation structure of the preservice teachers'writings improved and argument level (argument capability) of them also increased as the number of writing was increased. Factors that affect the argumentation structure improvement are mainly argumentation structure education, a number of writings, feedbacks, and subjects related to SSI. In this aspect, the argumentative writing on SSI has the effect of developing scientific sophistication and enhancing the decision-making power of students, and it has positive impacts in science education.

• Journal of Powder Materials
• /
• v.17 no.5
• /
• pp.390-398
• /
• 2010

Aqueous gold nanoparticle dispersion was synthesized by chemical reduction method using diethanolamine as reducing agent and polyethyleneimine as dispersion stabilizer. The synthesis conditions for the stable dispersion of the gold nanoparticle suspension were determined by changing the amount of the reducing agent and dispersant during the wet chemical synthesis procedures. The face centered cubic lattice structure of the gold nanoparticles was confirmed by using X-ray diffraction and the morphologies of the nanoparticles were observed by transmission electron microscope. The synthesized gold nanoparticle dispersion was concentrated by evaporating the dispersion medium at room temperature followed by the addition of ethyleneglycol as humectant for the increase of the elastic properties to obtain gold nanoparticle inks for direct ink writing process. The line patterns were obtained with the gold nanoparticle inks during the writing procedures and the morphologies of the fine patterns were observed by scanning electron microscope.