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

• Journal of the Korean Society of Earth Science Education
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• v.12 no.3
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• pp.261-273
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• 2019

The purpose of this study was to analyze the science writing tasks in elementary science textbooks and workbooks using the presented form and the writing components analysis framework. For this study, the science writing tasks in the 2007, 2009 and 2015 revised elementary science textbooks and workbooks were analyzed. The results of this study are as follows. As a result of analyzing the presented form of science writing tasks, the number of books for science writing tasks was reduced and the tasks were changed to unclear form as the curriculum was revised from the 2007 to 2015. And the science writing tasks in the 2009 revised 5th~6th grades group were presented as writing and drawing, and they appeared as the most desirable form. As a result of analyzing science writing tasks using the writing components analysis framework, there was a difference according to the curricula and the grades groups, but they tended to be focused on some sub-factors. However, the science writing tasks reflecting the most diverse sub-factors were presented in the 2007 revised 5th~6th grades group.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.14 no.7
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• pp.1521-1528
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• 2010

This paper examines technical writing and teaching methods based on the perspectives of the complex learning system theory. So, the paper first discusses the constituent elements and characteristics of the complex learning system theory and continues to examine the potential of applying the complex learning system theory to new teaching methods. As a result, not only did the research expand the approach methods of providing technical writing education but also confirmed the potential of actual implementation. Such results will provide a leeway to start applying new teaching methods for technical writing education. Furthermore, the paper proposes more detailed case studies related to this topic as well as development of this research to produce textbooks and other higher level researches.

• Journal of the Korean earth science society
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• v.38 no.1
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• pp.91-104
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• 2017

The purposes of this study were to analyze high school students' understanding about the Earth system and systems thinking process, and to develop science writing programs designed to assess students' understanding about themes of Earth Science such as global warming, volcanoes, and desertification. A total of 8 $11^{th}$ grade students from general high schools participated in the writing program and draw the causal maps. The methods of this study are as follows. First, DAET-C was used to investigate the way of students' understanding about the Earth systems. What the students' best understood was the component of the Earth systems followed by the interaction of the Earth systems and the scientific literacy of Earth science. Second, feedback circulations on the causal maps were found in four students in global warming section, one student in volcanic eruption section, and four students in desertification section, which means that systems thinking was not largely employed by the students. Consequently, the student participants understood that the global change was happening in correlation with complex concepts and factors, but they were short of using systems thinking in their science study. Therefore, the result of this study suggests that more studies be conducted to develop systems thinking in Earth Science learning through science writing programs.

• Journal of the Korean Chemical Society
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• v.57 no.6
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• pp.845-854
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• 2013

The purpose of this study was to develop a teaching strategy focused on science writing and to investigate its effects on enhancing students' creative thinking skills. In advance, students in the experiment were led to write by inquiry elements. And students in the experiment group were taught by science writing strategy. Students in the control group were taught by traditional lecture-based instructions. The program was implemented over a semester. The results indicated that the experimental group presented statistically meaningful improvement in creative thinking skills(p<.05). Especially, science writing was effective on fluency and flexibility development(p<.05). This study suggests that science writing can be effective for improvement of creative thinking skills.

• 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.

• Cross-Cultural Studies
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• v.49
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• pp.33-58
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• 2017

As a living space, house constitutes a good part of inhabitants' life, making the rhythm of life. This rhythm tends to be reflected into the house, establishing a sort of intercommunications between the house and its inhabitants. Becoming a living element, the house can endow the writer with literary resources. It is interrelated with its inhabitants. Thus, Duras' work preserves many invisible and fusional traces of links between her characters and the house. With her writing, the house displays important traces of life, with which a body of meaning is to be formed. It implies habits, imprints, links, and so on. Here, its projection into the imaginary also takes place for our writer. With this perspective in view, Duras is supposed to objectify her characters as physical and imaginary bodies. This introduces the passage from the real to the imaginary and vice versa. Unknown stories hidden behind the living places can come to manifest themselves through her writing.

• The Journal of the Korea Contents Association
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• v.22 no.10
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• pp.426-436
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• 2022

This study aimed to explore the role of models and reformulations as feedback to English writing in L2 learners' noticing and their writing. 92 participants were placed into three groups; a models group (MG), a reformulations group (RG), a control group (CG), involved in a three-stage writing task. In stage 1, they were asked to perform a 1st draft of writing, while taking notes on the problems they experienced. In stage 2, the MG was asked to compare their writing with a model text and the RG with a reformulated version of it. They were instructed to write down whatever they noticed in their comparison. The CG was asked to just read their writing. In stage 3, all the participants attempted subsequent revisions. The results indicated that all the participants noticed problematic linguistic features the most in a lexical category, and models and reformulations led to higher rate of noticing the problematic linguistic features reported in stage 1 and contributed to subsequent revisions. It was also revealed that the MG and RG significantly improved with their writings of MG and RG on the post-writing test. The findings imply that models and reformulations result in better performance in L2 writing and should be promoted in an English writing class.

• The Journal of the Convergence on Culture Technology
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• v.9 no.3
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• pp.425-433
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• 2023

In this study, we developed a virtual artist play lesson model using gamification concepts and AI-generated art programs to foster creative thinking in freshman art majors. Targeting first-year students in the Digital Media Art Department at Sichuan Film & Television University in China, this course aims to alleviate fear of artistic creation and enhance problem-solving abilities. The educational model consists of four stages: persona creation, creative writing, text visualization, and virtual exhibitions. Through persona creation, students established their artist identities, and by introducing game-like elements into writing experiences, they discovered their latent creativity. Using AI-generated art programs for text visualization, students gained confidence in their creations, and in the virtual exhibitions, they were able to enhance their self-esteem as artists by appreciating and evaluating each other's works. This educational model offers a new approach to promoting creative thinking and problem-solving skills while increasing learner engagement and interest. Based on these research findings, we expect that by developing and implementing educational strategies that cultivate creative thinking, more students will grow their artistic capacities and creativity, benefiting not only art majors but also students from various fields.

• Journal of Science Education
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• v.38 no.3
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• pp.599-611
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• 2014

The purpose of this research is to analyze creativity-personality activities given in the high school science textbooks, which developed according to 2009 Revised Science Curriculum, and to examine how goals of new science curriculum were reflected in sceince the textbooks. An analysis shows that the proportion of inquiry is the best high among the types of creativity-personality activities. Also it is organized for a various activities such as reading, writing and debate. As a result of analyzing creativity-personality activities regarding creative thinking and personality element, a variety of creative thinking and personality element was not composed. The creative thinking is primarily divergent thinking, convergent thinking and associative thinking appears in order. In addition, the caring of personality elements is the most, and then honesty, cooperation and responsibility appears in order. Thus, it is necessary to structure a variety of activities for edification of creativity-personality in high school science textbooks. As an analysis of creativity-personality activities regarding elements of the decision-making, the review process do not appear at all, and there are few decision points generally. Therefore, a rational decision making for the sake of edification should be provided with specific decision-making factors.