The Effects of Science Writing on Middle School Students' Science - related Attitude, Learning Motivation, and Academic Achievement

Shin, Joung-In; Shin, Ye-Jin; Yoon, Heojeong; Woo, AeJa

doi:10.14697/jkase.2013.33.2.511

Cited by 5 publications

(3 citation statements)

References 6 publications

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“…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

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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.

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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

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“…하였다 (Park & Choi, 2014). 마찬가지로 Nam et al(2011) (Nam, Lee & Lee, 2004 (Shin et al, 2013), 학생들의 과학에 대한 흥미에도 영향을 미쳤다 (Yang, Lee & Noh, 2014;Hand et al, 2004;Owens, 2000). (Kang, Jo & Noh, 2013 (You et al, 2013 (Hayes & Flower, 1980 (Flower & Hayes, 1981 (Dewey, 1933;Schon, 1983 (Park, Choi, & Lee, 2008…”

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The Process of Group Writing and Processes Factor

Kim¹,

Kim²

2015

Journal of The Korean Association For Science Education

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This study aims to investigate the components of group writing through three steps of group writing course consist of collecting information, organizing information, and revision. A total of 19 pre-service teachers who took the science argumentation course participated in the group writing activity. They made up a group of four or five and chose one subject from among socioscientific issues for group writing. The discussion contents and writing were analyzed inductively to find the group writing components at every step. The results of the study are as follows: First, components in the step of collecting information were (1) sharing information (2) understanding information. and (3)judging information. Second, components in the step of organizing information were (1) categorizing information, (2) decentralization, (3) balancing information, and (4) reflection. The last, process components in the step of revision were (1) unification of form, (2) global review, and (3) improving readability.

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“…3) 2) 과학적 태도 검사 과학적 태도 검사지는 Kim et al(1998) (Koo & Park, 2010;Kwak et al, 2009;Park & Kwon, 2008 (Lee & Lee, 2010;Lee, 2002), 글쓰기를 통한 학습자 사이의 상 호 작용이 비판적 사고를 향상시킨다는 주장 (Anderson et al, 2001)과도 같은 맥락에서 이해될 수 있다. 개 방성과 비판성의 함양은 과학글쓰기 프로그램에서 학습자로 하여금 과제에 대한 가치를 인식하고, 높 은 자기 효능감을 가질 수 있게 하며 (Shin et al, 2013), 궁극적으로는 과학 학습 동기를 향상시키는 요인으로 작용하기도 한다는 점 (Ham, 2009) 많은 선행 연구들 (Lee, 2009;Moon & Shin, 2012;Nam et al, 2008)에서 과학글쓰기 수업이 학습자의 과학 개념 형성, 과학적 사고력 증진, 과학 학업성 취도 향상 등에 효과가 있음을 보고하고 있지만, 본 연구의 결과는 이와 일치하지 않았다. 앞선 연 구들에서는 글쓰기 과정 중에 활발한 의견 교환이 나 논의를 통해 애매했던 과학 개념들을 명확히 하 고, 정교화 할 수 기회를 충분히 제공받음으로써 (Rivard, 1994) …”

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The Development and Application of Instructional Strategy for Science Writing using Newspaper Articles

Lee¹,

Park²

2014

Elementary Science Education

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The purpose of this study was to develop instructional strategy for newspaper-based science writing and to examine the effect of its application. The target unit was 'change of weather' and 'a variety of gas' in the sixth grade of elementary school, and the teaching strategy was composed of 3 stages-writing including realistic, interpretative and comprehensive writing. The result of applying this strategy into actual classrooms was as follows. First, it was proven that the science writing strategy using newspaper articles actually helped improving science process skills of learners, in particular, integrated process skills. Second, this strategy for science writing changed the scientific attitude of learners positively. While they read the newspaper articles, their thinking became more elaborate and systemized, which seemed to serve to foster their openness, criticism, and perseverance. Third, the science writing strategy did not contribute to the improvement of learners' science study achievement. To improve the understanding of scientific concepts and principles of learners, it is needed that teaching program combines with argument-based activity organically. The above-mentioned findings show that this instructional strategy using newspaper articles can be applicable as one of effective methods in science writing. 과학글쓰기는 과학적 사실과 개념에서부터 법칙 과 이론에 이르기까지 사고하는 과정과 내용을 글 로 표현하는 활동으로 (Owens, 2000) 학습자의 감각 과 두뇌 활동을 통합하는 다중 표현방법이다 (Emig, 1977). 학습자는 과학글쓰기를 통해 과학적 설명과 정당화 과정에서 자신만의 언어를 사용할 수 있는 기회를 가질 수 있고 (Klein, 1999;Prain, 2006;Song et al., 2011), 과학적 사고를 하는 연습과 훈련을 실 행하게 된다 (Rivard, 1994;Son et al., 2012 (Cheon, 2006;Gunel et al., 2009;Kim et al., 2012;Klein, 1999;Lee et al., 2011;Moon & Shin, 2012;Nam et al., 2004;Park, 2007;Prain, 2006;Wellington & Osborne, 2001) (Fig. 1).이해적 글쓰기는 해당 차시의 과학적 개념을 이 해하고 사고가 활성화되는 단계이다. 신문 기사를 기반으로 일상생활에서 만날 수 있는 문제 상황이 나 과학적 현상을 과학 지식을 이용하여 이해하는 단계로서, 개념에 대한 정확한 이해가 필수적이며, 이를 통해 사고 과정을 촉진할 수 있다. 이해적 글 쓰기의 핵심은 과학적 관점에서의 정확한 정보와 지식이 바탕이 되며, 학습자가 지니고 있는 확인되 지 않은 사실이나 과학적 오류가 글쓰기에 반영되 지 않도록 유의해야 한다 (Fig. 2). (Fig. 3). 3) 글쓰기 수업 전략의 적용

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The Effects of Science Writing on Middle School Students' Science - related Attitude, Learning Motivation, and Academic Achievement

Cited by 5 publications

References 6 publications

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

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

The Process of Group Writing and Processes Factor

The Development and Application of Instructional Strategy for Science Writing using Newspaper Articles

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