• 한국초등과학교육학회지:초등과학교육
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• 제33권4호
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• pp.710-723
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• 2014

The purpose of this study was to develop instructional strategy for newspaper-based science writing and to examine the effect of its application. The target unit was 'change of weather' and 'a variety of gas' in the sixth grade of elementary school, and the teaching strategy was composed of 3 stages-writing including realistic, interpretative and comprehensive writing. The result of applying this strategy into actual classrooms was as follows. First, it was proven that the science writing strategy using newspaper articles actually helped improving science process skills of learners, in particular, integrated process skills. Second, this strategy for science writing changed the scientific attitude of learners positively. While they read the newspaper articles, their thinking became more elaborate and systemized, which seemed to serve to foster their openness, criticism, and perseverance. Third, the science writing strategy did not contribute to the improvement of learners' science study achievement. To improve the understanding of scientific concepts and principles of learners, it is needed that teaching program combines with argument-based activity organically. The above-mentioned findings show that this instructional strategy using newspaper articles can be applicable as one of effective methods in science writing.

• 영어어문교육
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• 제13권2호
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• pp.63-90
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• 2007

The present study investigated what combination of three form-focused options - explicit explanation, production practice, and corrective feedback - may be effective in helping low-proficiency learners improve accuracy in communicative writing. The subjects were 34 Korean university students enrolled in 'Business English 1' and the study lasted 11 weeks. The relative clause structure was selected as the target structure. The study found that the combination of explicit explanation, sentence-level production practice, communicative writing practice, and recasts had a significantly greater effect on improved accuracy than the combination of communicative writing practice and recasts and that of explicit explanation, communicative writing practice, and recasts. Because the second and third combinations didn't lead to significantly improved accuracy, it can be concluded that of the form-focused options forming the first combination sentence-level production practice made a decisive contribution to the significant increase in accuracy. It also found that the provision of self-correcting opportunities before providing recasts on errors committed in sentence-level production practice resulted in significantly greater accuracy in communicative writing than the provision of recasts alone on them. The results of the study suggest that we should make low-proficiency Korean learners have sentence-level production practice which is intensive and focused and make them self-correct targeted errors before providing them with narrowly focused recasts in order to help them to improve writing accuracy.

• 한국융합학회논문지
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• 제9권11호
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• pp.315-324
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• 2018

한국어 학습자들에게 있어 쓰기는 다른 어떤 영역에 비해 어려워하는 부분이다. 그러나 향후 이들이 학교에서 수업을 듣고, 과제 및 발표를 하고 더 나아가 취업 등의 상황에 적응하기 위해서는 글을 구성하여 조직적으로 쓸 수 있는 능력이 필수적이다. 그러므로 이에 대한 지도방안을 강구할 필요성이 있다. 일반적으로 쓰기 특성은 쓰기 산출성, 쓰기 복잡성 및 쓰기 오류 등을 통해 많이 살펴본다. 이에 따라 본 연구는 우선 베트남인 한국어 학습자, 중국인 한국어 학습자 및 한국인 대학생들을 대상으로 그림과 A4 용지를 제공한 후 자유로이 글을 쓰게 하였다. 그 후 쓰기 자료를 토대로 구문 산출성(총 C-unit수, 총 어휘수), 구문 복잡성(C-unit당 단어의 수와 절밀도) 및 쓰기 오류(조사, 연결어미, 어휘오류, 띄어쓰기오류)의 차이를 살펴보았다 연구결과 베트남인, 중국인 한국어 학습자들은 한국인 대학생애 비해 구문 산출성, 복잡성이 유의미하게 낮았으며, 조사와 연결어미에서 한국인 대학생에 비해 많은 오류를 나타냈었다. 연구 결과에 따라 한국어 학습자들을 위한 쓰기 지도 방안을 논의하였다. 그러나 본 연구에서는 연구대상자의 한국어 수준 및 거주기간에 따른 쓰기 특성의 차이를 검증하지 못했다. 따라서 향후 연구에서는 이를 고려하여 살펴볼 필요성이 있다.

• 제어로봇시스템학회논문지
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• 제9권4호
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• pp.284-295
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• 2003

The servo tracks of disk drives are constructed at the time of manufacture with the equipment of servo track writer. Because of the imperfection of servo track writer, disk vibrations and head fluctuations during servo track writing process, the constructed servo tracks might deviate from perfect circles and take eccentric shapes. The servo track writing error should be corrected because it might cause interference with adjacent tracks and irrecoverable operation error of disk drives. The servo track writing error is repeated every disk rotation and so is periodic time function. In this paper, we propose a new correction algorithm of servo track writing error based on iterative teaming approach. Our correction algorithm can learn iteratively the servo track writing error as accurately as is desired. Furthermore, our algorithm is robust to system model errors, is computationally simple, and has fast convergence rate. In order to demonstrate the generality and practical use of our work, we present the convergence analysis of our correction algorithm and some simulation results.

• Journal of information and communication convergence engineering
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• 제6권1호
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• pp.6-9
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• 2008

In future domestic context aware applications the location of mobile devices is often required. Ultrasonic technology enables high resolution indoor position measurements. A disadvantage of state-of-art ultrasonic systems is that several base stations are required to estimate 3D position. This study aims to evaluate the efficiency and effectiveness of using UPS as a 3D free-hand writing or drawing tool. The processes include the design and testing of UPS as an efficient 3D free-hand writing or drawing tool in the air. The paper will further explain the system architecture of the UPS and how to use GPS as 3D free-hand writing or drawing tool. The efficiency and effectiveness of the system was confirmed by a computer software simulation. The software will further display the result of drawing or writing from the user by graphics. As a result, it is possible to implement UPS as a 3D free-hand writing or drawing tool in the air.

• 한국과학교육학회지
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• 제24권5호
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• pp.1008-1017
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• 2004

다른 교과와 마찬가지로 물리교육에서도 언어는 기본이 되는 학습 도구이다. 쓰기 활동은 무엇보다 참여한 학생 모두에게 자신의 언어로 생각을 표현할 기회를 동등하게 부여한다는 장점이 있다. 대부분의 과학 수업에서 쓰기 활동이 보고서와 같은 획일적인 양식인데 비해, 학생들은 다양한 양식의 쓰기 형태를 보인다. 그러나 국내에서 학생들에게 제시할 수 있는 적절한 과학 쓰기 과제나 특징에 대한 연구는 많지 않은 실정이다. 먼저 본 연구는 본질적으로 추상적이어서 이해하기 어려운 물리 개념인 빛을 주제로 학생들이 다양한 양식의 글쓰기를 수행하도록 과제를 설계하였다. 이어 이를 학생들에게 제시한 뒤 학생들의 쓰기 자료로부터 드러나는 특성을 개념적 측면과 정서적 측면에서 분석하고, 각각의 쓰기 과제 유형이 주는 물리교육적 유용성을 탐색하였다. 쓰기 과제는 <존재이입형>, <인식전환형>, <경험근거형>, <지식근거형>의 4가지 유형을 선정하여 이를 수행한 학생들의 글쓰기를 분석 대상으로 삼았다. 개념적 측면의 분석 결과, 학생의 개념이 과제 유형별로 상이한 특성 보였으며, 정서적 표현은 상상적 형태의 쓰기 유형인 <존재이입형>과 <인식전환형>유형에 나타났다. 이러한 점들을 고려할 때, 물리교육에서 과학 쓰기는 수업의 목표에 따라 다양한 과제유형이 구안되고 적절하게 제시되어야 할 것이다.

• 한국의류학회지
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• 제46권4호
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• pp.600-612
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• 2022

This study analyzed the learning effect, through a satisfaction survey and NVivo qualitative analysis, of fashion design classes using humanities self-reflection writing. The results are as follows. First, with regard to learning satisfaction, learners perceived the class as efficient and showed overall satisfaction. Second, learners' opinions were classified into self-reflection writing, design process, new experience of expression, and the understanding of class activities. Third, in self-reflection writing, learners discovered their tendencies and values while exploring their identity through deep thinking. Fourth, in the design process, learners set the design concept consistently through writing. Fifth, in the new experience of expression, learners recognized the idea produced through writing as the result of thought and considered it a new expression method for design. Sixth, in the understanding of class activities, learners were interested in the process and considered it an activity through which to build their own style in design expression. Design class activities using self-reflection writing drew a positive response and presented the possibility of educational use. The teaching method of this study is expected to be used as a humanistic method for expressions in various design fields.

• 아동학회지
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• 제34권1호
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• pp.71-86
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• 2013

The purpose of this study was (1) to examine the level of learning disabilities reflected in the written expression and writing performance of at-risk children with ADHD, (2) to investigate the level of differences in writing learning disabilities and writing performance depending on ADHD subtypes, and (3) to explore the error types and contents in the written expression of at-risk children with ADHD. The participants in this study were 46 upper grade elementary school children. They were firstly screened by teacher nomination, and only participants with a K-ARS score of over 17 were then selected to be among the 46 children involved in this study. Two further tests were then carried out : K-LDES as an index of learning disabilities in written expression and BASA-writing as an index of writing performance. The results showed that the at-risk children with ADHD possibly had comorbid writing learning disabilities. They were significantly different in terms of the number of total syllables, errors and correct syllables that they produced, in comparison to normal children. But there were no differences as regards the level of learning disabilities in terms of written expression and writing performance based on ADHD subtypes. As regards the implications of these results for future research, we suggested that there is a need for the identification of comorbid writing learning disabilities in ADHD assessment.

• 영어어문교육
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• 제17권3호
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• pp.73-98
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• 2011

This study investigated the feasibility and effectiveness of incorporating oral corrective feedback into the content-based business English writing class. Two types of oral corrective feedback, recasts and metalinguistic feedback, were integrated into business English writing classes to help low intermediate-proficiency Korean university students improve the ability to use the simple past, present progressive, and present perfect tenses correctly in their written production. Prior to the treatments, the subjects had basic grammatical knowledge of the target verb tenses, but they had only limited control over them in their written production. Three groups were formed: recast group that received corrective recasting, metalinguistic group that received metalinguistic clues, and control group that received no oral corrective feedback. The study demonstrated that it was feasible to incorporate recasts and metalinguistic feedback into content-based business English writing classes and that metalinguistic feedback had greater and more endurable effects than recasts on promoting the correct use of the target verb tenses in written production. It can be concluded that oral corrective feedback, metalinguistic feedback in particular, can be used in the business English writing classroom to help students gain greater control over already partially acquired forms and therefore improve their writing accuracy.

• 과학교육연구지
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• 제37권3호
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• pp.492-512
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• 2013

이 연구의 목적은 논의활동 전 후에 작성한 초등학생들의 과학글쓰기에서 나타나는 과학글쓰기 능력의 변화 모습과 논의활동이 과학글쓰기 능력에 미친 영향을 알아보는데 두었다. 이를 위하여 과학적 상황과 사회과학적 상황으로 구성된 9가지 논의 및 과학글쓰기 주제를 개발하고 이를 초등학교 5학년 학생 8명을 대상으로 적용하였다. 논의활동 전 후에 작성한 과학글쓰기의 서술 내용을 과학글쓰기 4가지 목표영역 분석틀에 따라 비교하여 과학글쓰기 능력의 변화를 정량 및 정성적으로 분석하였다. 이번 연구에서 얻어진 결론은 다음과 같다. 첫째, 논의활동 후 과학글쓰기는 논의 전 과학글쓰기에 비하여 과학글쓰기 능력인 4가지 목표영역(과학성, 논리성, 창의성, 표현력)에서 모두 긍정적인 변화가 관찰되었다. 둘째, 과학적 상황 및 사회과학적 상황의 주제에서 모두 긍정적인 변화가 관찰되었다. 특히 논의 및 글쓰기 주제가 친숙할 경우 과학글쓰기 목표영역의 변화가 많았다. 셋째, 학생들의 수준에 따라 변화하는 정도는 다르지만 모든 참여 학생들의 과학글쓰기 능력의 향상되었다. 성취도 수준이 높은 학생일수록 과학글쓰기 능력의 향상이 높았지만 성취도 수준이 낮은 학생에서도 긍정적인 변화가 관찰되었다.