• Journal of Engineering Education Research
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• v.24 no.1
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• pp.53-61
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• 2021

Critical thinking ability based on a sound sense of logic is essential for analyzing a given engineering design problem and assessing it to arrive at the most plausible conclusion. Engineering design classes require students to organize their engineering design experiences through reports, and engineering design reports require detailed specifications of their tasks at each stage. Given the nature of these curriculums, design classes provide writing courses focusing on science and engineering within specialized fields, but there still lies many obstacles for communication education that embraces both general education and major subjects. This study proposes a specified step-by-step writing model for engineering design reports that encompasses critical thinking for the objective of systemizing design experiences from engineering design report writing. For the purpose of the study, the concepts and relationship between critical thinking and creative problem solving have been examined, followed by a proposal of application methods for critical thinking criteria and elements from a case example on engineering design. Furthermore, the study proposes a critical thinking-based assessment rubric for logical decision making at each stage of engineering design as well as a resulting model for engineering design report writing.

• Journal of Korean Library and Information Science Society
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• v.45 no.1
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• pp.125-147
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• 2014

The aim of this study is to develop and suggest a reading strategy to learn for integrating reading and writing. The reading and writing strategy could be divided in directed strategies related to the cognitive process and indirected strategies to carry out the process successfully. Therefore, its strategies are constructed of the indirected strategy corresponding with the instructional design model and the direct strategy containing specific action plans of the model's progressive stages. When considering the reading to learn could be run as a program in the school, in this study, the basic model of the indirected strategy is devised with four steps of 'preparing-designing-implementing-evaluating'. And the implementing stage of the read to learn combining reading and writing is consisted of six steps as 'selecting subjects-considering contents-searching-writing-correcting-publishing'. Also, proper indirected strategies such as graphic organization and checklists are suggested in order to assist reading and writing activities in the implementing stage.

• Proceedings of the Korea Society of Design Studies Conference
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• 2003.05a
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• pp.120-121
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• 2003

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 1998.06a
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• pp.485-488
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• 1998

Elementary school pupils frequently have difficult acquiring creative writing skills, i.e. how to develop the idea to be expressed, how to compose the materials of the outcome or contents. In this paper, we focus on the problems of how to support creative writing work to arrange materials in order to formulate ideas as the stories develop. the stories develop. The basic ideas behind the method are that(1) a basic story is automatically generated by GA-based operations and shown to a user as sequences of pictures, (2) IGA(Interactive Genetic Algorithm) is used to evaluate and select a preferred story, (3) the results are combined with previously stored stories using case-based techniques. Based on these ideas, we have developed a computer supported environment for this purpose and conducted related experiments.

• Journal of Creative Information Culture
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• v.5 no.3
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• pp.255-264
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• 2019

In the previous study on the effectiveness of SW education, the educational goals were mainly focused on developing computational thinking ability and researching changes in computational thinking ability. But the word "computational thinking" is difficult to the public. Also the definition of computational thinking is varies from scholar to scholar. Therefore, this study aims to inform the public of the excellence and effectiveness of SW education through the change of "writing ability" which is more familiar to us. To achieve this goal, 10 lectures of SW training materials were produced and conducted in elementary science gifted class. As a result, significant changes have been made in the fluency and quality of writing skills, proving that SW training improves students' writing skills. Through this, we confirmed the visible results through SW education, which can be called justification of SW education. Furthermore, it is expected that various educational attempts will be developed using SW in other subjects.

• Journal of the Korean Society for Library and Information Science
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• v.40 no.3
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• pp.53-71
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• 2006

The purpose of this study is to investigate how the different types of reading instruction programs and reading methods influenced the creative ability and the self-directed learning ability, They were divided into two groups. Class A was taught to use 'The Author-Reader-Inquirer Cycle'. which concentrated on the writing-centered reading program model. Class B was taught to use 'The Literature Circles'. which concentrated on the speaking and listening-centered reading program model. After reading instruction. the creative ability and the self-directed learning ability increased. The writing-centered reading instruction was more effective than the speaking and listening-centered reading instruction. The reading instruction during the long-period was more effective than that during the short-period. The 'intensive reading' among the reading methods had a significant influence on the creative ability and the self-directed learning ability.

• Journal of Science Education
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• v.38 no.2
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• pp.344-355
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• 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
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• v.30 no.2
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• pp.234-248
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• 2010

This study was conducted among 52 elementary pre service teachers not majoring in the natural sciences, who were taking Earth Science as an elective course at the University of Education located in central Korea. These elementary pre service teachers participated in story writing on the subject of earth system cycles over eight occasions. Changes in their understanding of the Earth's cycles were verified by comparing mind mapping exercises performed before and after the story writing. Afterwards, 43 out of the 52 subjects volunteered for structured interviews, in which they performed story-telling exercises. This study presents examples of story analysis that uses a variation of the wheel-shaped story map, and proposes story mapping as a preferred method of analysis. Before and after creative story writing activities, pre service teachers' mind mapping is analyzed to study possible positive changes. This study identified a gap between the instructional contents of the Earth system unit included in the 7th and current revised school curriculums on the one hand, and the conceptions expressed by the pre service teachers who studied these contents on the other.

• Journal of Science Education
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• v.46 no.2
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• pp.178-194
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• 2022

This study analyzes the trend of domestic research related to science writing education. The subjects of analysis were 152 research papers related to science writing education in Korea from 2004 to 2021. The analysis criteria were set as the research problem, research subject, research method and research application etc. Result of the analysis shows a steady increase until 2014, but decreased afterwards. In the result of the research problems, it was found that most studies were about finding out the effects of scientific writing activities. The research subjects were mostly elementary, middle, and high school students. Qualitative research occupied a large proportion in the results of the research method analysis, and there were many mixed studies that combined quantitative and qualitative research. As for the research application method, the most applied research in regular classes. As a result of analyzing the effect of application, most of the studies were on science concepts, attitudes towards science, thinking skills, and creative problem-solving skills. Writing education such as experimental and observational writing in science classes has been steadily conducted since before the introduction of the 2007 revised curriculum. In particular, the importance of scientific writing as a text-based education is being emphasized from the 2007 revised curriculum to the 2022 revised curriculum overview. Writing is an important learning strategy in science education for students to generate, share, explain, and expand their ideas. Therefore, examining domestic research trends related to science writing education can provide important basic data for setting the future direction of science writing education.

• Proceedings of the Korea Society of Design Studies Conference
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• 2004.05a
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• pp.224-225
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• 2004