• Journal of Korea Game Society
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• v.16 no.1
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• pp.51-62
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• 2016

This study tries to present a new perspective for the coding and coding education. Therefore, this study analyzes coding game as performative writing. First, coding as writing process has the mechanism of serial expansion and circulation by utilizing basic code blocks. And coding as writing process produces a meaning as unit operation that generate an emergent game play. Second, coding as performative writing displays the speaking and writing at the same time and is embodied in game play. Also, absence of failure and correction makes possible users to explore the problem area and to strengthen the problem-solving ability.

• 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.

• The Journal of the Korea Contents Association
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• v.14 no.12
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• pp.1100-1116
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• 2014

The purpose of this study is to investigate how children use the PAIR strategy for their audiences in the writing on the screen and how the comments play a role to communicate between an author and audiences. In order to perform this research, 7 elementary school students(4th-6th grade) participated in the literary education program designed to promote to write on the screen. As a result, 42 body texts(635 sentences) and 424 comments of children's writing on the screen were collected and analyzed according to the PAIR strategies and performance behaviour. The findings are as follows: first, 'attracting' is used the most among PAIR strategies and second, the most frequent performance behavior of comment is 'expression'. These findings indicate that children's writing strategy considering audiences tends to be emotionally appealing and performance behavior of comment is likely to focus on affective expression.

• Journal of The Korean Association For Science Education
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• v.31 no.5
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• pp.788-800
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• 2011

The purpose of this study was to investigate the elementary school teachers' perception of science writing. In this study, 10 elementary school teachers who have taught in the 3rd or 4th grade science lesson in 2010 were selected. Researchers constructed interview guide in three parts including the teachers' understanding of science writing, the status of science writing teaching and the difficulties of science writing in their classes. For the investigation, semi-structured in-depth interviews with 10 elementary school teachers were conducted individually. The results showed that the elementary school teachers were unfamiliar with the word ‘science writing’ and considered science writing as a writing using science learning contents. Also, they think that teaching science writing in their science lessons was not needed and didn't assess and provide detailed feedback with the students' written works. Most teachers needed teaching materials and assessment tools for science writing. To develop elementary teachers' understanding of the value and use of writing for learning in science, they will need to participate in science writing programs for in-service teachers and various teaching materials and assessment tools should also be developed.

• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.511-521
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• 2014

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.

• 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.

• Journal of The Korean Association For Science Education
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• v.34 no.8
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• pp.787-794
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• 2014

The purpose of this study was to examine the science writing and perception of students who experienced the argument-based claim and evidence writing approach. One hundred and eight grade 11 students were assigned to an experimental group, while 99 grade 12 students were assigned to a comparative group in their earth science classes. Students' science writings on two science topics were scored using an analytic rubric developed in this study. The comparison of experimental and comparative groups in science writing was carried out using an independent two samples t-test. Students' perception on the instruction was examined using an open-ended survey. Science writing by the experimental group scored significantly higher than that by the comparative group, except for the big idea of 'green energy'. For six concepts in 'green energy' and four concepts in 'plate tectonics, there were more students in the experimental group than the comparative group who indicated them in their science writing. Students' perception on the instruction was positive in that they mentioned planning and conducting inquiry, citing of claims and evidence, and developing inquiry questions were helpful in science learning. The results of this study imply that the argument-based claim and evidence writing approach should be implemented in science classrooms for students to develop a conceptual framework for science.

• (The)Study of the Eastern Classic
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• no.48
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• pp.311-340
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• 2012

This research is the case study on the course of 'Masterpiece Reading & Fine Composition Writing' in Ewha Waman's University which opens this class as a intensified writing course. In this course, part in the book of "Zhuangzi" is selected as the reading text. This research targets at highlighting the characteristics and effectiveness which appears in when the class choose the classics of Orient as writing text. This research divides the student's performance into two steps. Understanding stage and Evaluation stage. In Understanding stage, the student read part in the book of "Zhuangzi", write a discussion paper and discuss on, and in Evaluation stage, the student write the essay, depending on their previous performance in Understanding stage. This research discusses on each stage's characteristics, and analyzes the effectiveness of each ones. Especially, in the stage of Evaluation this research focuses on the relative view in perception of outside, finding self-introspection factor, and accommodating communication message. By connecting "Zhuangzi" and writing, this research tries to rediscover the era of the variety and its value, suggest the meaning of self-consciousness, and finally draw out the significance of open thought and creative writing. This research suggests on the meaningness of a modern reinterpretation on the classics and also provides the example of instructive usage of the classical text.

• Korean Journal of Cognitive Science
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• v.29 no.2
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• pp.85-104
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• 2018

Peer assessment in educational setting, refers to activities in which students provide grades or comments on other students' accomplishments such as writing, presentation, or performances. In case of writing, peer assessment can allow instructors to give out more writing assignments, which were often avoided because of the burden of grading. Moreover, grading other students' writing can enhance learning by having students participate in the assessment process. This review will introduce major peer assessment systems and results from empirical studies on peer assessment, examine obstacles to its more wide-spread use, and discuss topics for further research. We hope this paper will facilitate further studies and use of peer assessment in actual educational settings, and eventually lead to many changes in assessment and teaching in Korea.

• The Journal of the Korea Contents Association
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• v.20 no.7
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• pp.256-262
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• 2020

Since the discussion of Korean writing education began in earnest, the biggest topic of conversation has been genre writing education. And academic writing has become one of the most important research topics in Korean writing education in the past and present days as demand for academic-purpose Korean language education has increased. Academic writing is an area of writing, which is distinct from literary writing as well as practical writing. It takes place with a set of information provided on a particular academic topic or research problem, which generally includes arguments and views on the subject, analyses and criticisms of the issue in question, and alternatives for new perspectives and problem solving. Academic Purpose Korean learners learn Korean for the purpose of academic training. Academic-purpose Korean learners will use the Korean language to write academic articles, and inevitably carry out analytical writing tasks in the process. This paper aims to explore what is the task of analytical writing given to foreign students and to grasp the research problems necessary to educate them. When foreign students encountered analytical writing as an academic writing task, they wanted to clarify what areas of education should be conducted with attention.