• Journal of Korean Elementary Science Education
• /
• v.29 no.2
• /
• pp.144-154
• /
• 2010

This study was conducted among elementary pre-service teachers who participated in creative story writing exercises related to science. It aimed at analyzing their perceptions, based on their own experiences in the story writing exercises, about story writing as a pedagogic method, to discover the implications on science education. First, creative story writing exercises were carried out over a period of eight weeks by 114 elementary pre-service teachers at a college of education, all of whom were non-science majors taking a course on earth science as a liberal arts elective. Afterward, an open-ended survey was conducted among them to discover their attitudes and opinions, both as students and as teachers-to-be. The majority of the subjects expressed a positive opinion about creative story writing as a pedagogic tool, stating that they would apply it in their future teaching by telling stories they wrote or having students write their own compositions. Pre-service teachers conclude a creative writing improves students' studying, leads interest and motivation. In addition, it linked with daily life and other school subjects. Creative story writing, when used at colleges of education, has didactic value as an empirical exercise for pre-service teachers who are not majoring in science.

• Journal of the Korean School Mathematics Society
• /
• v.18 no.1
• /
• pp.15-37
• /
• 2015

As the value and importance of mathematical communication was recognized, mathematical communication in mathematics education has been strengthened more and more. Written communication as well as verbal communication is emphasized. On the other hand, storytelling is introduced for elementary students to learn mathematical concept more naturally and easily in the 2009 revised curriculum. So, we noticed that they are familiar with story. In this study, we analyze the story writing activity levels with a focus on story writing, and how to think about it. And we offer some suggestions about mathematical story writing activity.

• Journal of Digital Convergence
• /
• v.11 no.2
• /
• pp.263-269
• /
• 2013

This research paper is applying Writing Supporting System on the previous research study about writing tool data model on interactive storytelling about family Story. Family story writing supporting system enables users to create text, images, videos and digital contents based on experimental knowledge collected from the first and second generations. The paper about studies on writing tool system on family story, aims to create documentary based high quality contents about each family members and family history. At the same time, overcome generation gaps and the lack of creation infrastructures. Throughout this process, the author will contribute to the expansion of creation devices which can be applied in other researches and writing tools.

• Journal of Korean Library and Information Science Society
• /
• v.22
• /
• pp.27-59
• /
• 1995

The present writers have raised some basic questions related to writing. Do the theses produced in the library and information science field tell our story\ulcorner Are they field-oriented\ulcorner Are they easy to be read and to be a n.0, pplied by the librarians\ulcorner Problems in writing include research theme, research method and writing style. The present writers have a n.0, pplied phenomenological a n.0, pproach to these problems, using the observation of 'Co-workers Team' and interpretation of the 'Term Paper Collection'(vol.1-vol.5). Co-workers Team members consist of professors and graduate students in the Department of Library, Archives and Information Studies of the Pusan National University. We have made some proposals in this paper: First, we should not talk about American story. We should talk about our own story, and go back to basic themes. This proposal is related to the innovation of research theme. Second, qualitative research method should be introduced extensively in library and information science. Third, the strict 'thesis-oriented' and 'text-oriented' writing style should be overcome. The prevalent writing style in our field is so uniform that they are not capable of describing the intricate problems like "our living library".ary".uot;.

• Journal of The Korean Association For Science Education
• /
• v.30 no.2
• /
• pp.234-248
• /
• 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 Digital Contents Society
• /
• v.13 no.2
• /
• pp.213-224
• /
• 2012

Creative writing process begins with memory that contains general experience of the human. In the past creative writing was regarded as exclusive ability of the human. But today, thanks to digital technology digital story creation programs are being developed. This study compares and analyzes the story creation programs, the and the , that imitate a process of interaction between human's long term memory and creative writing. The tried to create probable story by emphasizing character's goal in building case database and retrieving cases. On the other hand, the tried to assist writer's ideation by emphasizing violating motif in building case database and retrieving cases. Hereafter, use of digital media in creating story is expected to accelerate. In this prospect, this study hope to help a development of story creation program in the future.

• Journal of Christian Education in Korea
• /
• v.68
• /
• pp.345-374
• /
• 2021

This study is a paper which studies the fact that autobiographical writing in Christian educational books is an important channel for studying the identity of Christian educators. The identity of Christian educators is the background and foundation of the study of Christian education theory. It was found through research that the scholar's identity is more evident in autobiographical writing from a first-person perspective experienced by the author than in argumentative writing with objective and cognitive limitations. This study examined the concept and characteristics of autobiographical writing research, the relationship of autobiographical writing research and self-identity, the relationship between autobiographical writing and Christian education, and discovered autobiographical writing in Christian educational scholars' books. Through the autobiographical writing of Maria Harris' Teaching and Religious Imagination, Parker Palmer's The Courage to Teach, and Elizabeth Moore's Teaching as a Sacrament Act, we studied that the identity of Christian educators can meet, transform, and expand learners' identity as well. Through research, it has been confirmed that autobiographical writing takes the form of a story, but as a story distinct from the story, it becomes a place where the authors' identity and readers' identity can meet, wrestle and expand. Autobiographical writing has a relationship with story and self-identity. These characteristics are also linked to Christian educational goals that focus on the formation and transformation of self-identity. The autobiographical writing in Harris, Palmer, and Moore's writings shows the identity of a teacher, including scholars' theological perspectives and views on education. As the writing of Christian education books so far has become argumentative and objective writing, readers has felt a sense of disparity and disconnection. If autobiographical writing becomes educational books' style, it can invite readers to empathize with who the author is. Christian education will experience more fundamental changes with autobiographical writing.

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

• Korean Architects
• /
• s.646
• /
• pp.122-123
• /
• 2023

• Cross-Cultural Studies
• /
• v.25
• /
• pp.695-721
• /
• 2011

The purpose of this study is to provide the case study of expression education using story-telling about their cultures from which they came to the women who get interracial married and study korean cultures with the pride of their homeland. This research is also for the diverse members of korean society to deeply understand interracial married women, get higher understanding cultural diversities. And it is expected that these women could learn and study more korean cultures, too. In this study, process-based instruction method is used in the first step and second step such as brainstorming, questioning, discussing, investigating, teacher's asking in order to create some ideas about their home countries. Suggesting an example answer by teacher and free-writing are also involved. As the core of the process-based writing activity, the second step is focused on revising and correcting. Through reviewing their own writing task, feedback from teacher, interviewing from the difficulty of writing after this activity to cultural and linguistic backgrounds, they could appreciate their errors or mistakes in writing are natural and this affects their learning abilities positively. In third step which is focused on speaking activities, teacher provides feedback to learners after checking their common errors or habits in speaking. Meanwhile, by evaluating the role of the appraiser, It is helpful for the learners to have self-esteem of their own. When interviewing after fourth step's activities, the teacher compliments each learner's improvement while pointing out some errors. Afterward, We can see they show more positiveness to learn and understand korean cultures and set their identities. And they indicate interests and concerns each other's cultures by story-telling. It means they identify the popularity and interaction which the story-telling contains. Also, they confirm the participation in story-telling by expressing their willingness to revise their stories. After the activities in fifth step, there have been relatively positive changes in establishing identity and cultivating a sense of pride of learner's homeland cultures. Furthermore, we could find the strong will to be a story-teller about their homeland cultures. On this research, the effectiveness of expression education case study using story-telling about local cultures of interracial married women's homeland has been examined centrally focused on popularity, interaction, and participation. Afterward, interracial married women could not only cultivate the understanding about korean cultures but also establish their identity, improve their korean language skills through this education case study. Finally, the studies of the education programs to train interracial married women as story-tellers for their homeland local cultures are expected.