• The Journal of the Korea Contents Association
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• v.22 no.7
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• pp.486-497
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• 2022

The aim of this study was to subdivide and present the units and the standards of knowledge integration in creating the students' integrated knowledge from content knowledge in college writing classes. For these, it analyzed three typical writing textbooks being used in colleges and examined the ways of presentation on forming integrated knowledge by text qualitative analysis methods. The analysis procedure and the presentation followed Creswell's spiral analysis model It is a method model which repeats the procedure from material collection and analysis to presentation circularly. This examination illustrates three dimensions of the units in forming content knowledge. Also, it suggested those should be all treated for the more systematic education: the units of the whole text, the paragraphs, and the sentences. In the next chapter, the standards and contents of knowledge integration were suggested in each process. For the process of knowledge selection, the suitability and the contradictoriness between the text materials and author's thesis were proposed as the standards and contents. For the process of organization and integration, the corresponsive integration, contradictive integration, background integration, synthetic integration were suggested. Finally the procedure knowledge such as correct expression and spelling, source indication were shown for the process of expression and citation. Furthermore, it showed, in terms of expression, the process of paraphrasing frequently practiced in writing textbooks needs to be exercised in the three dimensions including summarization, connection, and interpretation(or transformation). This result, however, calls for the further study about the subdividing processes to enhance the adequateness to writing textbooks in the level of universities and for a more refined syllabus on the systematic knowledge integration. Accordingly, it suggested the tasks mentioned above for further study.

• 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.33 no.2
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• pp.249-265
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• 2013

The purpose of this study was to examine the influence of reading framework on writing for reflection when applied to inquiry-based Science Writing Heuristic approach. This study was conducted with 67 3rd grade middle school students. Thirty-two out of 67 students were assigned to R-SWH (Reading framework-Science Writing Heuristic) group while the other 35 students were assigned to SWH (Science Writing Heuristic) group. The R-SWH group has consistently used reading framework which the SWH group has not used when the inquiry-based science writing heuristic approach were carried out. The result of this study indicated that the R-SWH group showed a higher proportion of students who made writing for reflection by learning from reading materials than the SWH group. The R-SWH group used reading materials in order to understand the idea comprehensively and concept related to the topic the most, while the SWH group also used them for the same purpose as the R-SWH group but the ratio was less than the R-SWH group. In addition, as the learning activity has progressed, the R-SWH group showed that the proportion of students who transferred the science concept from reading materials into writing for reflection and the number of transferred concepts were higher than those of the SWH group. Therefore, the reading framework applied to inquiry-based science writing heuristic approach can facilitate a meaningful activity on reading and writing as a scaffolding to develop conceptual understanding.

• The Mathematical Education
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• v.61 no.4
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• pp.539-557
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• 2022

A research field develops by experiencing several turns of paradigms. Mathematics education research have experienced those turns as well. Still, the dominant perspective is that mathematics education research should be scientific and objective. In this article, I suggest that this need not to be the prime rule to follow and that the mathematics education field will fertile by discussing extraordinary cases which may seem controversal to be recognized as valid research work. To this end, I first briefly describe the necessity of open discussions among researchers for a field to develop. Then, I introduce fiction writing, a resesarch method derived from arts-based research, as an extraordinary case for open discussions. The benefit of Arts-based research is on that it takes an holistic approach to how we know by embracing emotion and emphathy as means for knowing. Because of this trait, arts-based research holds a powerful potential for influencing a wide range of people, both inside and outside of the resesarch field. Following this, I present a fiction about a prospective teacher who participated in an activity for designing educative curriculum materials. By doing so, I sought to provoke discussions among mathematics education researchers about what to include as a valid research work, possible standards for reviewing arts-based resesarch.

• The Journal of the Convergence on Culture Technology
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• v.8 no.2
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• pp.251-257
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• 2022

In this study, I analyzed what rhetorical citation type students most frequently used when reinforcing logic of their opinions and arguments in research papers, and compared these rhetorical types between higher and lower Korean proficiency levels of students. These 30 student papers included the following rhetorical citation types: statistics, attribution, exemplification, statement of use, establishing connections between sources, and comparing one's own findings or interpretations with other sources. Statistics was the most frequently used rhetorical citation type. In addition, the group with the highest level of Korean proficiency used citations about 8 to 11 times in their papers, and incorporated a variety of citation types including attribution, statistics, exemplification, and statement of use. Lower level students used significantly less citations and citation types. Therefore, it is necessary to raise awareness that "citations" is an important strategy to reinforce one's own logic, teach various types of citations as important research writing strategies, and prepare a more citation-focused academic writing curriculum.

• The Journal of Korean Academy of Sensory Integration
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• v.12 no.1
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• pp.25-38
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• 2014

Objective : This study was conducted to determine effects of school-based occupational therapy through a systematic review Methods : We systematically reviewed studies published in PubMed and Ovid from 2000 to June 2014 using keyword 'school' or 'children' and 'occupational therapy'. Fourteen studies were selected. The level of evidence, participants, assessment, intervention area, method and effects were analyzed by reviewing full text. Results : The most group and age of participants were normal child with fine motor difficulties and 6~8 years old in selected studies. The most target area of intervention was handwriting, fine motor and visuo-motor integration (68.8%) and the most method was direct treatment (71.4%). The top on the assessment was Beery-Buktenica Test of Visual-Motor Integration (14.9%) and next was Bruininks-Oseretsky Test of Motor Proficiency (11.1%). Effects of school based occupational therapy were founded in the visual motor integration, learning skill, level of participation, fine motor, play and behavioral problem. Conclusion : This systematic review provides evidence concerning the participants, intervention, assessment and effects of school based occupational therapy. It should be used for basic data for the research and practice of school-based occupational therapy.

• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.479-490
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• 2014

The purpose of this study is to develop an argument-based modeling strategy, utilizing writing and argumentation for communication in science education. We need to support students and teachers who have difficulty in modeling in science education, this strategy focuses on development of four kinds of factors as follows: First, awareness of problems, recognizing in association with problems by observing several problematic situations. Second is science concept structuralization suggesting enough science concepts by organization for scientific explanation. The third is claim-evidence appropriateness that suggests appropriate representation as evidence for assertions. Last, the use of various representations and multimodal representations that converts and integrates these representations in evidence suggestion. For the development of these four factors, this study organized three stages. 'Recognition process' for understanding of multimodal representations, and 'Interpretation process' for understanding of activity according to multimodal representations, 'Application process' for understanding of modeling through argumentation. This application process has been done with eight stages of 'Asking questions or problems - Planning experiment - Investigation through observation on experiment - Analyzing and interpreting data - Constructing pre-model - Presenting model - Expressing model using multimodal representations - Evaluating model - Revising model'. After this application process, students could have opportunity to form scientific knowledge by making their own model as scientific explanation system for the phenomenon of the natural world they observed during a series of courses of modeling.