• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1259-1272
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• 2013

The purpose of this study was to investigate the effects of Science Writing Heuristic (SWH) laboratory class on the creative thinking and critical thinking of middle school students. Science writing heuristic programs were developed based on SWH strategies developed by Keys et al (1999). This study was conducted on 63 students from two classes as the comparative group and 63 students from two other classes as the experimental group. The cognitive level of the group as a homogeneous group was similar, and the program was applied to a total of 18 periods based on nine topics from March to July 2011. Evaluation instruments used in pre-test and post-test were the creative and critical thinking tests. To consider the score for creative and critical thinking. the SPSS 20.0 program was used. The study made use of technical statistics and ANCOVA. The result of this study showed that creative problem solving skills were improved by SWH in laboratory class. Therefore, persistent presentation of SWH teaching strategies and developing various experiment topics are required.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.26 no.2
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• pp.5-23
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• 2015

The aim of this study is to analyze the effects of the creative writing program that is one of the practical strategy of information literacy on self-directed learning abilities of elementary school students. According to the results, this program raise the average score of 33.69 points from 130.14 to 163.83 significantly in their self-directed learning abilities. Among the specific abilities of them, this program affects learning planning and evaluation capability meaningfully. But the long term continuous of learning executive is not changed significantly by this program. As the results of after interview with the students who take part in this program, the most of them respond that they could reduce their fear of writing and apply the reading and writing strategies to other subjects. So, if we teach this program with subjects consistently and use the learning strategies of information literacy, we could improve the long term continuous of learning executive.

• 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.

• Journal of Gifted/Talented Education
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• v.26 no.4
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• pp.699-719
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• 2016

Alternate pictures that are proven to be equivalent are in high demand to assess creative thinking and language skills. This study aimed to investigate the equivalence of three pictures ('Dog owners,' 'Lost Dog,' and 'Overslept') recently developed for use in a creative writing task. Middle school students (N=183) wrote a story in English based on one of the three prompts distributed randomly. Four writing features (fluency, syntactic complexity, lexical diversity, and temporality) were analyzed with Coh-Metrix and MANCOVA. The three prompts were largely equivalent in their capacity to detect differences among writers in all the features of writing. The difficulty levels of the three prompts, however, were not necessarily the same. Two prompts, Dog Owners and Lost Dog, were verified as equivalent prompts, and therefore, they are recommended as alternate forms to assess creative language skills in repeated measurements. The Overslept prompt had greater facility in eliciting diverse words and more temporal connectives in composing stories. The differential difficulty shown among the prompts suggests that the validity of using different picture versions in repeated assessment remains questionable unless those versions undergo equivalence verification.

• 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

• Cross-Cultural Studies
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• v.37
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• pp.267-286
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• 2014

The purpose of this study is to improve the writing skills through activities to read and summarize the internet children newspaper article. The subjects of study are the college students of A2-B1 level in the French writing classes. The range of study was as follows: - As the previous activity of writing, activities of teaching and learning of vocabularies to comprehend the internet children newspaper article. - learn about the rules of summary - writing the summary The children's newspaper used in this study has the advantage that can increase the learning motivation of learners as having a topicality by itself and a level of easy language. The summary activities can be called a comprehensive activities of teaching and learning that combine the critical reading ability that can distinguish important information and secondary one with the creative writing ablility that can reconstruct one's own style from the selected content. In addition, the summary assists the understanding of a text and is a help to its memory. It is the strategy of reading comprehension and also is simultaneously the strategy of writing that can write with one's own vocabulary by newly structuring the text. The results of this study will provide a vitality for the education environment and field of study of French language that have been neglected the writing ability. Moreover it will be the motivation to propose a way of a balanced French language communication to our French language learners weighted on oral communication.

• Journal of Engineering Education Research
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• v.20 no.6
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• pp.22-34
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• 2017

The purpose of this study is to present a model for fusion education combining engineering elements based on humanistic writing. Instruction design in presentation writing for engineering education progresses consists of four steps, such as instruction in visual, teamwork, feedback, and rewriting. Following these steps help engineering school students to analyze important data and to communicate their creative ideas. As writing is proceeding step by step, instruction design for presentation writing should come forth with specific methods to make students practice.

• Journal of Korean Elementary Science Education
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• v.34 no.1
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• pp.46-57
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• 2015

The purpose of this study was to analyze the writing styles and features of science writing by using science notebook for elementary school science gifted. The subject of this study was 37 sixth grade elementary school science gifted in P city. The preliminary 1 hour instruction was conducted to explain the usage of science notebook. The summarized activity using science notebook was conducted for 20 minutes following 4 hour lesson. These activities were performed for 8 times. As the result of this study, in The content which is learned today (main learning content)' which is one of components of science note, the writing appears the most frequently in external expression types and features of scientific writing, followed by writing+drawing, drawing, cartoon, writing+cartoon, mind map, table. Science writing which uses inductive thinking appears the most frequently in internal expression types and features of scientific writing, followed by deductive thinking, creative thinking. Among the components of science note, 'thinking and feeling', 'question,' 'one's own thinking of question' which are the components of science note promote the reflective thinking of elementary school student gifted for science.

• Journal of Engineering Education Research
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• v.22 no.4
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• pp.12-21
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• 2019

This paper asserts to teach engineering writing while teaching cornerstone design as well as addresses its background of the assertion. Cornerstone design course in which students study what is engineering design and what is the design process by team activities provides suitable circumstance for them to learn technical writing for solving communication problems and to produce some language artifacts. Studying the process-based writing and making use of the written artifacts in the course of engineering design process boosts design thinking for developing creative design concepts and mediates problem solving communications among design stakeholder.