Analysis of Writing Characteristics of Scientifically Gifted Students by Explaining Cell

Lee, Hea-Jung; Shim, Kew Cheol

doi:10.9722/jgte.2012.22.1.141

Cited by 1 publication

(1 citation statement)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…즉, 과정 중심 글쓰기 의 관점 (Hand et al, 2004;Klein, 2000) (Hwang, 2011;Keys, 1999;Kim et al, 2012;Lee & Kang, 2008;Lee et al, 2011;Nam et al, 2008;Nam et al, 2004;Prain, 2006;Shin et al, 2013), 완성된 글의 특성을 분석한 연구 (Lee & Shim, 2012;Lim & Yeo, 2012)가 주로 이루어졌다. 그러나 우리나 라 학생들이 거치는 글쓰기 과정과 관련해서는 문제해결 글쓰기 (You et al, 2013)나 주장하는 글쓰기 You et al, 2013).…”

Section: 한편 과학 글쓰기는 글쓰기 과정에서의 과학적 사고의 발현과 과학unclassified

An Exploratory Investigation of the Imaginative Writing Processes of Middle School Students

Yang¹,

Lee²,

Noh

2014

Journal of The Korean Association For Research In Science Educa

View full text Add to dashboard Cite

In this study, we conducted an exploratory investigation of the imaginative writing processes of middle school students. Twelve 8th graders were asked to imagine and write about the daily life of atoms, assuming that they became specific atoms for themselves. The think-aloud method was used to investigate students' writing processes. We recorded students' writing processes, and also collected the data through interviews to clarify ambiguities in their writing processes. The analyses of the results revealed that their imaginative writing processes could be classified into the three types by the two aspects of writing process components (retrieving information and generating ideas). That is, the integration of retrieving information and generating ideas, the predominant retrieving information, and the predominant generating ideas. The students who were classified into the type of the integration of retrieving information and generating ideas came up with a story and properly introduced science concepts into it. These suggested that this type of students expressed their own understanding more effectively, and that this type was most appropriate for imaginative writing in learning science. The results also showed that the imaginative writing processes were greatly influenced by whether the planning step was adequately considered or not. On the bases of the results, we suggest the teaching strategies for effective imaginative writing in learning science.

show abstract