• Proceedings of the Korean Society of Computer Information Conference
• /
• 2021.07a
• /
• pp.719-722
• /
• 2021

최근 인공지능의 새로운 기술들이 하루가 다르게 발전하고 있다. 이에 본 연구에서는 인공지능 교육과 글쓰기 교육을 연계하여 초등학생들의 어휘력 향상을 위한 수업을 설계하고자 한다. 그 방법으로는 본 수업에 앞서 어휘 10문제를 테스트하여 실험에 참가하기 전의 어휘력을 점검한다. 그 후 머신러닝 포키즈를 이용하여 여러 감정에 해당되는 단어들을 다양하게 훈련하도록 하였고, 그 후 관련된 어휘 10문제를 다시 테스트 하였다. 실험 결과 실험에 참가하기 전에는 100점 만점에 58.8점으로 나왔으나 훈련 후의 결과는 평균 68점으로 모든 학생의 성적이 좋아지는 결과를 얻을 수 있었다. 어휘력 문항수가 적은 점과 10명의 실험참가자로 일반화할 수 없는 한계가 있다. 향후 초등교재 한권을 선정하여 어휘를 모두 분석한 후 가장 많이 등장하는 어휘를 골라내어 테스트하여 좀 더 통계적으로 의미 있는 분석을 하고자 한다.

• Journal of The Korean Association For Science Education
• /
• v.34 no.2
• /
• pp.107-122
• /
• 2014

The purpose of this study is to investigate trends in research studies on scientific argument and writing in Korea. 118 research studies published from 2004 to 2013 have been collected and analyzed. Many of the research studies focused on developing teaching strategies, analyzing contents of scientific argument and writing, and effects on student learning. More than half of the studies were conducted with elementary and middle school students while studies with pre-service, in-service teachers or high school students were relatively rare. Most research studies were conducted within regular school hour context and participants were given relevant information/education prior to argument and writing activities. Many research have analyzed student growth in scientific attitudes and we would suggest that further studies should investigate student growth in scientific concepts, scientific inquiry, and critical thinking. The structure and process of argument or the content and form of writing have been analyzed. The quality of argument and scientific concepts embedded in argument and writing should be investigated more in future researches.

• Journal of Science Education
• /
• v.38 no.2
• /
• pp.344-355
• /
• 2014

The 2009 revised curriculum emphasizes science writing as a way to foster scientific thinking, creative thinking and communicative abilities. This research attempted to find out the aspects of science writing in science textbooks by analyzing seven versions of the 2009 revised science textbooks. The results of the analysis are as follows. First, it was found that the proportion of science writing pages is small and the amount of science writing differs a lot depending on the kind of textbook. Also, science writing is generally located in the wrap-up part of each unit, and the amount and the number of science writing vary substantially from unit to unit depending on the textbook. Second, it was found that 'scientific knowledge-explanation' statements have the largest proportion and 'STS-assertion' statements have the second largest proportion in terms of topics and styles of science writing in science textbooks. Some 'scientific knowledge-explanation' statements are not appropriate to foster scientific ability because they evaluate reading comprehension of the suggested passage as nonliterary writing, not the writing itself as a method to learn science. Third, it was found that there are many predicates that do not indicate a clear purpose of the science writing contained in science textbooks.

• Journal of The Korean Association For Science Education
• /
• v.33 no.5
• /
• pp.952-962
• /
• 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.

• Convergence Security Journal
• /
• v.17 no.2
• /
• pp.165-171
• /
• 2017

The goal of this paper is to seek an educational method that can cause some communicational improvements to petty officer majoring students through listing and utilizing the academic vocabulary. The academic vocabulary has been listed by using three major steps. The first, the academic vocabulary is needed to extract from the studies based on this field in past 3 years. Second, the academic vocabulary for petty officers is required to compare with high school level of the academic vocabulary. For the last, the academic vocabulary is demanded to be listed for teaching petty officer majoring students. The signification of the academic vocabulary in this study is limited by focusing on the educational skills for writing in petty officer majors. This study presents a way to develop the communicational abilities through using the academic vocabulary into the collaborative learning. For the conclusion, this study presents its limits and further directions.

• Journal of Korea Entertainment Industry Association
• /
• v.15 no.6
• /
• pp.115-125
• /
• 2021

The study presented an online class case focusing on G University's writing course, and analyzed students' satisfaction. Through this, it aimed to analyze the possibility of online education and to explore efficient operation of online writing lectures. According to the result of looking into the online writing class run by G University, students' satisfaction with the online writing class was high. Despite the limited circumstances, students' participation in the class was high and they also actively participated in online correction. However, there was also a challenge to address. Online writing education showed limitations in terms of smooth communication with students. Correction of writing can be done online sufficiently but the limitations of communication should be supplemented to improve the completeness of interactive education. In addition, most of the students participated in online correction, but some did not participate. It is necessary to encourage students to participate voluntarily to make online classes take roots. After all, for the effective operation of online writing classes, strategies and systems for teaching and learning should be prepared for utilization of various educational video media, sufficient learning of theory and practice of writing, and smooth communication between professors and students. Only when these conditions are met, online writing classes will be able to operate steadily.

• Journal of The Korean Association For Science Education
• /
• v.35 no.4
• /
• pp.585-598
• /
• 2015

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.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2016.07a
• /
• pp.39-40
• /
• 2016

본 연구는 온라인을 활용한 범교과적 글쓰기(WAC) 수업 방안을 연구한 것으로 크게 세 가지에 초점을 두어 진행하였다. 첫째, WAC 수업은 현재 교수자와 학습자 간의 일대일 상담으로 진행되고 있다. 온라인을 통해 WAC 수업이 운용된다면 교수자와 학습자 간의 시간과 에너지를 줄여서 탄력적으로 운용될 수 있다. 둘째, 오프라인 상에서 이루어진 WAC 수업은 소규모 강좌에서 이루어져 왔다. 그러나 온라인을 통해 WAC 수업이 진행된다면 대학에서 소규모가 아닌 중규모에서 도 WAC 수업이 가능하다. 셋째, WAC 수업이 원활하게 진행되기 위해서는 글쓰기 센터가 중심이 되어야 한다. 이를 통해 교수자와 학습자 간의 선진화된 WAC 프로그램이 개발될 것이다.

• 한국정보교육학회:학술대회논문집
• /
• 2006.08a
• /
• pp.289-294
• /
• 2006

논술 수업은 글쓰기 수업이나 독서 감상 같은 국어과 과제의 하나로 인식됨으로써 학생들이 흥미를 잃고 자칫 거부감을 느끼게 할 수 있다는 데 현직 교사들이 논술 교육을 어려워하는 요인으로 작용하고 있다. 따라서 본 연구에서는 초등학교 학생들의 글쓰기 교수 학습 방법에 적합한 인지적 도제 이론을 논술 교육에 적용시켜 학습자들이 모델화를 통해 쉽게 이해할 수 있도록 하였고 동시에 동시적 비동시적 의사소통이 가능한 웹상에서 논술 학습을 실시하는 논술 시스템을 설계하고 구현하였다.

• Journal of The Korean Association For Science Education
• /
• v.33 no.5
• /
• pp.881-892
• /
• 2013

It has been recently emphasized that comprehensive understanding of students' cognitive activities in the process of writing as well as final product is needed in order to develop an effective strategy for science writing. In this study, we investigated the characteristics of writing process in the situation that students wrote a composition in solving the application problem on a science topic. Seven eighth graders selected in the consideration of their science achievement and communication skills were asked to write a composition using think-aloud method. They were also interviewed after their writing work. The analyses of the results indicated that students' writing processes consisted of six distinctive components: generating, organizing, setting, translating, evaluating, and revising. It was also found that the patterns of process components for each student were different in terms of the frequency and the sequence. The patterns of process components were categorized into four types: systematic, tacit planning, trial and error, and random strategies. Educational implications were also discussed.