• 한국과학교육학회지
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• 제31권8호
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• pp.1077-1091
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• 2011

이 연구의 목적은 논의가 강조된 일반화학실험 프로그램이 대학생들의 화학개념 이해와 글쓰기 능력에 미치는 효과를 알아보기 위한 것이다. 5개의 주제를 선정하여'탐구적 과학 글쓰기(Science Writing Heuristic, SWH)'전략을 바탕으로 일반화학실험에 적합하도록 논의가 강조된 프로그램을 개발하였다. 프로그램의 효과를 검증하기 위한 검사 도구로 Summary Writing 검사 도구와 이를 분석하기 위한 평가틀, 그리고 학생들의 화학개념이해 검사지를 개발하였다. 일반화학실험 강좌는 15주 과정으로 구성되어 있는데, 23명의 실험집단은 5개의 논의가 강조된 일반화학실험 프로그램과 전통적 방식의 일반화학 실험을 병행하여 수행하였고, 16명의 비교집단은 전통적 방식의 일반화학실험을 수행하였다. 연구결과 두 집단 간에는 유의미한 차이가 나타났다. Summary Writing에서 실험집단은 비교집단보다 유의미하게 높은 결과를 나타내었다. 세부영역인'Big Idea'에서는 실험집단과 비교집단 사이에 유의미한 차이가 나타나지 않았지만, '논의', '과학개념 이해', '수사적 구조'에서는 실험집단이 비교집단보다 유의미하게 높은 결과를 나타내었다. 또한 화학개념 이해 검사에서도 실험집단이 비교집단보다 유의미하게 높은 결과를 보였다. 따라서 논의가 강조된 일반화학실험 프로그램이 일반화학실험에서의 학생들의 화학개념 이해와 글쓰기에 효과적이라고 볼 수 있다.

• 한국과학교육학회지
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• 제33권7호
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• pp.1259-1272
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• 2013

본 연구는 탐구적 과학 글쓰기 실험수업이 중학생들의 창의적 사고와 비판적 사고에 미치는 효과를 알아보기 위한 것으로 이를 위해 Keys 등(1999)이 개발한 SWH 전략에 기초하여 탐구적 과학 글쓰기 프로그램을 개발하였다. 연구의 대상은 2개 학급 63명은 비교집단으로, 2개 학급은 실험집단으로 선정하였고, 소집단의 구성은 인지수준이 비슷한 동질집단으로 구성하였다. 프로그램의 처치는 2011년 3월부터 7월까지 9개의 활동 주제로 총 18차시를 투입하였다. 사후검사는 사전검사와 동일한 검사지를 사용하였으며, 검사 결과는 SPSS 20.0 프로그램을 사용하여 창의적 사고와 비판적 사고의 사전검사를 공변인으로 하는 공변량 분석(ANCOVA)으로 통계 처리하였다. 또한 설문지를 이용하여 학생들의 탐구적 과학 글쓰기 실험수업에 대한 인식을 알아보았다. 이러한 연구결과를 살펴보면, 탐구적 과학 글쓰기 실험수업이 창의적 문제해결력 향상에 효과적이므로, 지속적인 탐구적 과학 글쓰기 수업전략의 제시와 다양한 실험 주제 개발이 필요하다고 여겨진다.

• 한국과학교육학회지
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• 제32권6호
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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.

• 한국초등과학교육학회지:초등과학교육
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• 제29권4호
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• pp.505-514
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• 2010

This study aims to explore group inquiry using science writing heuristic in elementary school science. We observed and examined what elementary students experienced in their science classes and moreover how they used their data to support their claims in the view point of scientific epistemology. The research question of this study is 'what is the result of coherence measurement for figuring out the relationship between argument and ground in group inquiry activity?'. To solve the study question, one fifth-grade class at an elementary school was selected. Four lessons in group inquiry using a worksheet of science writing heuristic were videotaped and transcribed. It was found that the hours of group inquiry when students can discuss meaningfully occupied approximately 37 to 45%. When measuring coherence in each lesson by developing a scale from one to five to estimate the coherence of the work sheet designed, the total average was 3.424. It implicated that students had their claims supported by some of their evidences. Although the figure was not enough to assist that they found strong bonds between their claims and data, they started to move forward to epistemological approach in their science lab works.

• 한국과학교육학회지
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• 제32권9호
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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.

• 한국과학교육학회지
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• 제30권3호
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• pp.323-336
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• 2010

The purpose of this study was to evaluate students' written arguments embedded in scientific inquiry investigations using the Science Writing Heuristic (SWH) approach. Argument components defined in this study are questions, claims, questions-claims relationship, evidence, claims-evidence relationship, multiple modal representations, and reflection. A set of criteria for evaluating each argument component was developed to evaluate writing samples of students from college freshman general chemistry laboratory classes. Results indicate that students produced, on average, moderate to powerful questions, claims, and evidence. They also constructed reasonable questions-claims relationship and claims-evidence relationship. Compared to other component scores, the average score for reflection was relatively low. Overall, the average Total Argument score was 21.4 out of a possible 36, that is, the quality of the written arguments using the SWH approach during a series of inquiry-based chemistry laboratory investigations was moderate to powerful. The findings of this study suggest that students, on average, developed reasonable scientific arguments generated as part of scientific inquiry. In other words, students are capable of putting together reasonable arguments as they participate in inquiry-based laboratory classrooms.

• 한국과학교육학회지
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• 제41권1호
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• pp.1-10
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• 2021

본 연구에서는 전라남도 소재의 국립대학교 과학영재교육원 소속 중학생 10명을 대상으로 사회적 상호작용과 도구 개선을 강조한 탐구적 과학 글쓰기 수업을 실시하여 STS 관계와 수업의 효과에 대한 학생들의 인식을 조사하였다. 사회적 상호작용과 도구 개선을 강조한 탐구적 과학 글쓰기 수업 후 학생들은 STS 관계에 대하여 다음과 같은 인식을 가지게 되었다. 과학 영재 학생들은 실험 도구와 기술이 과학이론 발전에 기여하며, 과학 기술만으로 모든 사회 문제를 해결하는 것이 어려우며, 과학이 사회적 상호작용 활동이라는 인식을 갖게 되었다. 또한 과학 영재 학생들은 동일 주제로 여러 시간 진행한 집중 탐구, 동료 평가 등을 이용한 다른 조원과의 의사소통, 같은 조원과 문제를 해결하는 의사소통, 탐구 과정에서 도구를 개선하는 활동, 익숙한 재료와 현상을 이용한 탐구 등을 통해 STS의 관련성을 인식하게 되었다고 응답하였다. 중학생 대상의 과학 영재 수업에서 학생들이 STS의 관계를 효과적으로 인식하도록 하기 위해서는 다양한 실험 도구를 활용한 문제 해결 경험, 동일 주제로 탐구 문제를 해결하는 과정에서 시행착오 경험, 연구 문제를 해결하는 과정에서 도구의 개선 경험, 동일한 주제로 탐구 활동을 진행하는 동료와의 의사소통경험, 다른 조와 탐구 결과를 공유하는 경험, 학생에게 익숙한 소재와 현상을 이용한 탐구 활동 등을 제공할 필요가 있다

• 한국과학교육학회지
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• 제33권3호
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• pp.569-580
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• 2013

This study examined how a Structured Reading Framework (SRF) is related to improving students' critical thinking ability in an argument-based inquiry approach, called the Science Writing Heuristic (SWH) approach. A total of 75 $8^{th}$ graders participated in the study, with 34 in the control group and 41 in the treatment group. The gains in critical thinking skills were compared between two groups, and relationships among the components of the reading framework and the critical thinking skills were explored at the group level. Result indicates that the treatment group who used the SRF had larger gains in critical thinking scores than control group who used the Original Reading Framework (ORF). In addition, results show that the correlations between Reading Framework (RF) components and critical thinking scores are statistically significant in the treatment group, while no correlations exist in the control group. It appears that using the SRF have an impact on developing students' critical thinking ability by providing a scaffold to assist argumentation practice.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제24권3호
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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.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제25권2호
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• pp.135-158
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• 2022

This study aimed to building models to understand the relationships between reasoning resources and content knowledge. We applied Support Vector Machine and linear models to the data including fifth graders' scores in the Cornel Critical Thinking Test and the Iowa Assessments, demographic information, and learning science approach (a student-centered approach to learning called the Science Writing Heuristic [SWH] or traditional). The SWH model showing the relationships between critical thinking domains and academic achievement at grade 5 was developed, and its validity was tested across different learning environments. We also evaluated the stability of the model by applying the SWH models to the data of the grade levels. The findings can help mathematics educators understand how critical thinking and achievement relate to each other. Furthermore, the findings suggested that reasoning in mathematics classrooms can promote performance on standardized tests.