• Title/Summary/Keyword: summary writing

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Improving French Writing through the Use of French Newspapers - A study on Summary writing (인터넷 신문을 활용한 프랑스어 쓰기 능력 활성화 방안 - 기사 요약 활동을 중심으로)

  • KIM, Kyung-Rang
    • 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.

The Effect of Types of Knowledge and Cognitive Styles on Summarizing and Understanding Text (지식유형과 인지양식이 글 요약과 이해에 미치는 영향)

  • Jung Kwang-Hee;Lee Jung-Mo
    • Korean Journal of Cognitive Science
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    • v.16 no.4
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    • pp.271-285
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    • 2005
  • An experiment was conducted to investigate the effect of three types of prior knowledge (domain related knowledge, summary-writing strategy knowledge, and neutral unrelated knowledge) and two types (analytic and wholistic) of cognitive styles on the quality of the summary writing of a descriptive text. The results showed that learning domain-related knowledge and summary-writing-strategy knowledge increased the level of understanding of the target text and the quality of the summary; the former operating mainly at the understanding phase, and the latter operating mainly during the summary planning and producing phases. The effect of the types of cognitive style was found somewhat limited but mainly operating In the process of planing the summary. Other features of time course in writing a summary were further discussed.

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The Impact of Argumentation-based General Chemistry Laboratory Programs on Multimodal Representation and Embeddedness in University Students' Science Writing (논의가 강조된 일반화학실험이 대학생들의 글쓰기에서 나타난 다중 표상 및 다중 표상의 내재성에 미치는 영향)

  • Nam, Jeong-Hee;Cho, Dong-Won;Lee, Hye-Sook
    • Journal of The Korean Association For Science Education
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    • v.31 no.6
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    • pp.931-941
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    • 2011
  • This study aimed to examine the effects of argument-based chemistry laboratory investigations using the Science Writing Heuristic (SWH) approach on students' use and embedding of multimodal representations in summary writing. Participants of this study were thirty-nine freshman students majoring in science education at a National University in Korea. Argument-based chemistry laboratory investigations using the SWH approach were implemented for twenty-three students enrolled in one cohort, and the traditional chemistry laboratory teaching was implemented for 16 students enrolled in the other cohort. Summary writing samples were collected from students before and after the implementation. Summary writing samples produced by students were examined using an analysis framework for examining the use and embeddedness of multimodal representations. Summary writing was categorized into one of verbal mode, symbolic mode, and visual mode. With regard to the embedding of multi-modal representations, summary writing samples were analyzed in terms of 'constructing understanding,' 'integrating multiple modes,' 'providing valid claims and evidence,' and 'representing multiple modes.' Data analysis shows that the students of the SWH group were better at utilizing and embedding multimodal representations in summary writing as they provided evidence supporting their claims. This study provides important implications on pre-service science teacher education.

The Effects of Argumentation-based General Chemistry Laboratory on Preservice Science Teachers' Understanding of Chemistry Concepts and Writing (논의가 강조된 일반화학실험이 예비교사의 글쓰기 능력 및 화학개념 이해에 미치는 효과)

  • Nam, Jeong-Hee;Koh, Mi-Rye;Bak, Deok-Chan;Lim, Jai-Hang;Lee, Dong-Won;Choi, Ae-Ran
    • Journal of The Korean Association For Science Education
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    • v.31 no.8
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    • pp.1077-1091
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    • 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.

The Effects of the Science Writing Heuristic Approach on the Middle School Students' Achievements (중학생의 성취 수준에 따른 탐구적 과학 글쓰기(Science Writing Heuristic) 수업의 효과)

  • Shin, Soyoung;Choi, Aeran;Park, Jong-Yoon
    • Journal of The Korean Association For Science Education
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    • v.33 no.5
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    • pp.952-962
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    • 2013
  • The purpose of this study was to investigate the effects of the Science Writing Heuristic (SWH) approach on the students' summary writing, logical thinking and achievements for the course. Participants in this study were 132 female students from a girls' middle school. The SWH approach was used for two experimental classes and the typical teacher-centered instructional approach was used for two comparative classes. Summary writing test, logical thinking test (GALT) and achievement test for the course were administered before and after the instruction period. Results of this study indicated that the SWH approach was helpful for students in finding big ideas, understanding science concepts, developing logical thinking abilities and doing well in the course. This study also implied that the SWH approach was effective for the low achieving students.

The Effects of Argument-Based Inquiry Activities On Elementary School Students' Claims and Evidence in Science Writing (논의기반 탐구활동이 초등학생의 과학 글쓰기에 나타나는 주장과 증거에 미치는 영향)

  • Park, Jiaeng;Jung, Dojun;Kim, Geonu;Jun, Jaekyoung;Nam, Jeonghee
    • Journal of the Korean Chemical Society
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    • v.64 no.6
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    • pp.389-400
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    • 2020
  • The purpose of this study was to examine the effects of Argument-based Inquiry activities on the claims and evidence in elementary students' science writing. Participants were thirty three fifth grade elementary school students and argument-based inquiry activities on five topics were implemented. We analyzed the Summary Writing samples written by students to investigate the effect of the Argument-based inquiry activities on elementary students' claims and evidence in their science writing, and also analyzed the writing samples of the experimental group to which the Argument-based inquiry activities were implemented, to examine the change of claims and evidence. The results of this study showed that the mean of experimental group was significantly higher than that of the comparison group. As a result of analyzing claims and evidence in Summary Writing of experimental group, the level of claim and evidence has tended to increase gradually as the number of classes progresses.

A Study on the Change of the Beginning Science Teachers' Beliefs About a Lesson and Teaching Practice in Argument-Based Inquiry Using Science Writing (논의기반 탐구 과학 글쓰기 수업 적용에서 나타나는 초임 과학 교사들의 수업에 대한 인식 및 수업실행 변화)

  • Kwon, Jeongin;Nam, Jeonghee
    • Journal of The Korean Association For Science Education
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    • v.33 no.7
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    • pp.1329-1342
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    • 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.

Learning Altitude Change with Letter-Writing at College Mathematics Class (대학수학에서 편지쓰기를 이용한 학습태도 변화)

  • Kim, Byung-Moo
    • Communications of Mathematical Education
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    • v.22 no.2
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    • pp.91-108
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    • 2008
  • One of the essential factors for successful college mathematics class is to provide a strong motivation for learning to students. In this respect, this paper attempted to find out how the letter-writing assignment can change students' learning attitude and enhance their motivation for further mathematical investigation. The process is to have all students write up letters containing a summary of the major points covered during the semester, and to find out how valuable is the letter-writing assignment. The major finding of this research is that the letter-writing assignment makes a notable contribution to the desirable change of students' learning attitude. From this finding, we suggest that the letter-writing assignment be adopted by more math classes and expect that such expansion of the letter-writing assignment would have a positive influence on the students' learning attitude.

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The Study of Analyzing Types of Writing Tasks for Foreign Undergraduates of Korean Language and Literature Majors (국어국문학 전공 외국인 유학생을 위한 작문 과제 유형 연구)

  • Lim, Hyung-ok
    • Journal of Korean language education
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    • v.29 no.2
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    • pp.125-154
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    • 2018
  • This study aims to analyze the types of writing tasks in Korean language and literature majors. There are many foreign students in the department of Korean language and literature. It is important to identify the type of task that is the subject of communication when conducting communication activities in an academic context. In particular, writing tasks are among the most important tasks that learners must perform. This is because most of the tasks assigned within the university curriculum are assigned to writing tasks, and evaluation is often done through learner writing. Therefore, this study investigated the types of tasks to be imposed on Korean Language and Literature majors. As a result, summary is the most frequent type of task in the department of Korean language. And in the department of Korean literature, review is most frequent type of task. The results of this study will help to prepare contents for foreign undergraduates of Korean language and literature majors.

The Impact of the Science Writing Heuristic Approach on Students' Use of Multiple Representations in Science Writing and Students' Recognition about Multiple Representations (탐구적 과학 글쓰기 활동이 학생들의 글쓰기에서 나타난 다중 표상에 미치는 영향 및 다중 표상에 대한 학생들의 인식)

  • Nam, Jeonghee;Park, Jiyeon;Lee, Dongwon
    • Journal of the Korean Chemical Society
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    • v.56 no.6
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    • pp.759-767
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    • 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.