• 한국콘텐츠학회논문지
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• 제20권7호
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• pp.256-262
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• 2020

한국어 교육에서 쓰기 교육의 논의가 본격화되면서 글의 장르와 그 교육에 대한 논의는 현재까지 가장 큰 화두가 되는 주제이다. 그리고 학술적 글쓰기는 학문 목적 한국어 교육에 대한 수요가 늘어나면서 과거에도 현재에도 한국어 쓰기 교육 내 가장 큰 연구 주제가 되었다. 학술적 글쓰기는 작문의 한 영역으로, 문예적 글쓰기와는 물론이고 실용적 글쓰기와도 확연히 구분되는 영역이다. 특정 학문 주제 또는 연구 문제에 대한 일련의 정보가 제공된 상태에서 이루어지며, 그 내용은 일반적으로 해당 주제의 주장 및 견해, 문제의 사안에 대해 파악하여 해당 주장 및 견해를 비판하거나 새로운 시각에서 문제 해결을 위한 대안을 제공하는 것이다. 학문 목적 한국어 학습자, 통칭 외국인 유학생은 그 용어 그대로 학문 수양을 목적으로 한국어를 학습한다. 기본적으로 한국어를 활용해 학술적 글쓰기를 수행할 수밖에 없는 상황에 놓이는 외국인 유학생들은 필연적으로 분석적 글쓰기라는 과제에 당면하게 된다. 본고는 외국인 유학생에게 주어지는 분석적 글쓰기라는 과제란 무엇인지에 대해 탐구하고 이를 교육하기 위해 필요한 연구 문제들을 파악하는 데 목적이 있다. 외국인 유학생이 학술적 글쓰기 과제로 분석적 글쓰기를 접하게 되었을 때 교육은 어떤 부분에 주의하며 이루어져야 하는지 명확히 하고자 하였다.

• 한국콘텐츠학회논문지
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• 제14권10호
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• pp.829-839
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• 2014

본 연구의 목적은 한국의 한 대학에 개설된 영작문 수업에서 수사 패턴과 의미 구성을 통해 학생들의 영작문 전략을 살펴보는 것이다. 참여자는 선택 과목으로 개설된 영작문 수업의 교사와 학생들이며, 학생들이 작성한 영어 의견문과 교사와의 인터뷰가 주된 데이터이다. 데이터 분석을 위해 '주장-근거' 패턴이 사용되었다. 분석 결과, 89%의 학생들이 주장, 근거, 그리고 결론의 요소를 사용하였으며, 또한 89%의 학생들은 수업 시간에 사용된 교과서에 등장하는 모델 글의 내용을 그대로 모방하거나 혹은 미미한 수준으로 발전시켜 자신들의 글 내용을 구성하였다. 이는 작문에서 창조성과 상상력을 가장 중요시하는 교수자의 수업의도와는 매우 동떨어진 것이었다. 이러한 결과는 대학 수업에서 좋은 점수를 얻기 위한 학생들의 '수용'전략으로 해석되어질 수 있다. 본 연구의 결론은 학생들은 교사의 수업 의도와는 상관없이 재설정된 환경에서의 성공을 위해 자신들의 방식으로 영어 작문을 위한 나름의 전략을 구사한다는 것을 보여준다.

• 한국환경교육학회지:환경교육
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• 제21권3호
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• pp.13-25
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• 2008

This study examined the educational effects of journal writing on environmental literacy of elementary students. Thirty-one 3rd grade students were involved in the journal writing which is considered as one of the most frequently performed writing activities in elementary students. Topics for the journal writing were chosen from a textbook on the environment. Before and after the journal writing, an instrument was used to measure the environmental literacy of the students. The environmental literacy instrument was originally developed by Jin (2004) then were modified by Kim (2005) for elementary students. The results of this study are as follows. The environmental literacy of the students, on average, was improved from 140.84 (74.5%) to 161.84 (85.6%) after the journal writing and the difference was statistically significant(t=7.46, p<.001). The environmental literacy scores were significantly improved in every variable after the journal writing: ecological knowledge(t=3.60, p<.01), environmental sensitivity(t=2.54, p<.05), knowledge of environmental issues(t=3.11, p<.01), environmental attitude(t=5.92, p<.001), environmental concern(t=5.27, p<.001), sense of environmental crisis(t=2.97, p<.01), environmental issue investigation and action strategy knowledge (t=2.34, p<.05), environmental skill(t=4.86, p<.001), locus of control(t=5.63, p<.001), and responsible environmental behavior(t=4.64, p<.001). This study also shows that improvement of the students was statistically significant in each of the four levels of goals in environmental education: EE goal level I (t=4.22, p<.001), level II (t=7.53, p<.001), level III(t=5.01, p<.001), and level IV(t=5.46, p<.001). The results imply that the journal writing on the environment is effective in cultivating elementary students' environmental literacy and in achieving goals in environmental education.

• 대한지구과학교육학회지
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• 제3권3호
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• pp.219-227
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• 2010

The purpose of this study was to investigate the effect of science journal writing on science-related attitude and science academic achievement of elementary school students in order to find out the value of science journal writing. For this purpose, one class of 6th graders was tested. The result of this study were as follows: First, Science journal are classfied by forms and content. The most frequently used types are prose and organizing concept. Second, Science journal writing brought positive effects on science - related attitude, especially cognition of science. Third, Science journal writing has positive effect on science academic achievement. Therefore Science Journal Writing can be useful method in Science education.

• ETRI Journal
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• 제46권2호
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• pp.250-262
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• 2024

Air-writing recognition is relevant in areas such as natural human-computer interaction, augmented reality, and virtual reality. A trajectory is the most natural way to represent air writing. We analyze the recognition accuracy of words written in air considering five features, namely, writing direction, curvature, trajectory, orthocenter, and ellipsoid, as well as different parameters of a hidden Markov model classifier. Experiments were performed on two representative datasets, whose sample trajectories were collected using a Leap Motion Controller from a fingertip performing air writing. Dataset D₁ contains 840 English words from 21 classes, and dataset D₂ contains 1600 English words from 40 classes. A genetic algorithm was combined with a hidden Markov model classifier to obtain the best subset of features. Combination ftrajectory, orthocenter, writing direction, curvatureg provided the best feature set, achieving recognition accuracies on datasets D₁ and D₂ of 98.81% and 83.58%, respectively.

• 한국정보통신학회논문지
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• 제16권4호
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• pp.843-852
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• 2012

본 논문에서는 복잡적응계 이론에 근거하여 공학교육인증제도와 글쓰기와의 관계를 분석하고 효과적인 공학적 글쓰기 교육 방법을 연구하였다. 인증제도 도입으로 인하여 공학교육은 창발현상을 지속적으로 유지하며 새로운 질서체계를 갖추어 나가고 있는 가운데 의사소통의 중요성을 부각시키고, 다양한 공학적 글쓰기 교육 모형을 요구하고 있다. 이에 대하여 본 연구는 상황학습방법과 글쓰기 포트폴리오 도입 방법을 제안하고, 이를 통해 학생들의 글쓰기 능력향상에 변화가 있었음을 확인하였다. 이러한 논의는 공학교육에서 새로운 공학적 글쓰기 교육 방안을 모색하는 계기가 될 것이다.

• 영어어문교육
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• 제18권2호
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• pp.45-66
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• 2012

The purpose of this study was to investigate the impact of two different SNS-based tasks on university students' English writing performance. To address our primary research question, Me2day, microblogging and Social Networking Service, was employed. 43 university students were divided into two experimental groups depending on the task types: a comparison task group and a sharing personal experiences task group. The main findings of the study were as follows: first, two different types of SNS-based tasks, 'spot the differences' and 'writing diaries', had a positive effect on learners' writing performance. The reason for this was that the succinct messages limited to 150 characters made it easier for the students to try writing in English without burden; and they may benefit from their peers by seeing their posts and interacting with each other. Yet there were no significant differences between the two groups when it came to the degree of improvement. Second, two different types of SNS-based tasks differently fostered certain aspects of the writing performance; 'contents knowledge' was supported by the 'writing diaries' task and range was supported by the 'spot the differences' task. Third, learners in the two experimental groups mostly had positive impressions regarding usage of Me2day as a new learning tool.

• 실천공학교육논문지
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• 제16권2호
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• pp.143-150
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• 2024

With the development of AI, multimedia tools in education offer personalized learning environments, which foster individual competencies. This study aims to examine the effectiveness of smart education as perceived by learners through a case study of university writing classes utilizing multimedia learning tools, and to explore potential applications. To achieve this, a writing course incorporating various multimedia tools to promote interaction was designed and implemented over the course of one semester, targeting 42 university students. Through the semester, student reactions and survey results were analyzed to investigate the effects and satisfaction levels regarding the use of multimedia learning tools in writing instruction as perceived by students. The analysis revealed that multimedia-assisted writing classes effectively fostered learners' autonomy by focusing on individual needs, while also promoting interaction and encouraging spontaneous participation. Students reported recognizing the presence of diverse perspectives by comparing and communicating about each other's writing, leading to an expansion of their own thinking. In using ChatGPT, it was found that students attempted to refine their questions until they obtained the desired answers. They reported that this process deepened their understanding of the essence of the questions. These benefits led to results of high levels of students' active class engagement and satisfaction. This study contributes foundational and empirical data regarding the effectiveness and potential applications of learner-centered smart education as part of fourth industrial revolution integration research.

• 영어어문교육
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• 제16권1호
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• pp.123-142
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• 2009

The present study used multi-faceted Rasch measurement to explore the characteristics and bias patterns of non-native raters when they scored L2 writing tasks. Three raters scored 254 writing tasks written by Korean university students on two topics adapted from the TOEFL Test of Written English (TWE). The written products were assessed using a five-category rating scale (Content, Organization, Language in Use, Grammar, and Mechanics). The raters only showed a difference in severity with regard to rating categories but not in task types. Overall, the raters scored Grammar most harshly and Organization most leniently. The results also indicated several bias patterns of ratings with regard to the rating categories and task types. In rater-task bias interactions, each rater showed recurring bias patterns in their rating between two writing tasks. Analysis of rater-category bias interaction showed that the three raters revealed biased patterns across all the rating categories though they were relatively consistent in their rating. The study has implications for the importance of rater training and task selection in L2 writing assessment.

• 한국초등과학교육학회지:초등과학교육
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• 제26권4호
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• pp.385-394
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• 2007

In order to investigate elementary school students' readiness to write on scientific subject, we analyzed the participants' draft in elementary student section [National Student Science Writing Contest] which is sponsored by a daily press. As a first step, we designed an assessment framework to analyze the students' writing. It is composed of three domains: scientific thinking, logical validity, creativeness. Each domain has three sub-domains. By using the framework, seven raters scored the students' inquiry reports. The findings reveal that the students needed the training for scientific writing. Especially they had great difficulty in the sub-domain of 'suggestion of rational alternative solution' in scientific thinking domain, the sub-domains of 'clearness' and 'coherence' in logical validity domain, and in the sub-domains of 'creative problem solving' and 'creative presentation' in creative domain.