• 한국수학교육학회지시리즈A:수학교육
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• 제47권1호
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• pp.27-47
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• 2008

In this paper, we study the effect of writing activity as mathematical communication on the students's mathematics achievement, learning attitude, and mathematical tendency. For this purpose, we construct a experimental class and then analyze the students' change in those aspects after applying three-divided-note writing activity and colleague feedback on their works those students are in the experimental class. As a result of the experiment, we find that three-divided-note writing activity and colleague feedback made some significant changes on the students achievement in mathematics, learning attitude, but does not affect on mathematical tendency. We also offer some suggestions for further research. Firstly, the mathematical communication ability must be stressed in mathematics education. For this purpose, we need to develop the teaching and the evaluation method to use not only writing but also reading, speaking, and listening skills so that many teachers can apply this method easily to their classes. Second, we need to fix some realistic problems such as fair evaluation , the numbers of students per class, the numbers of lesson, and too much extra-work, and so on. Thirdly, we suggest to explore some methods for extending three- divided-note writing activity to evaluate mathematical essay and to study educational effects of colleague feedback on mathematics performance assessment.

• 영어어문교육
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• 제11권1호
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• pp.77-98
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• 2005

The purpose of the study is to investigate whether focus-on-form instruction is effective in promoting accuracy in writing and to make some suggestions regarding education in business English writing. For this purpose, an experiment, of which the participants were 29 college sophomores taking a course in business English, was made. The learners received instruction in the English nouns followed by modificatory phrases or clauses through the focus-on-form techniques, feedback and explicit explanation. The results were as follows: First, the learners who received focus-on-form instruction improved accuracy in writing. Second, there was a correlation between the learners' English proficiency levels and the effects of focus-on-form instruction. Third, the high level learners showed more positive attitude toward focus-on-form instruction than the low level ones. To promote accuracy in written business communication, the following suggestions were made on the basis of the results: First, focus-on-form instruction should be incorporated into a content-based business English class. Second, repeated focus-on-form instruction is needed. Third, learners' English proficiency levels should be taken into account when focus-on-form instruction is given.

• International Journal of Advanced Culture Technology
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• 제11권3호
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• pp.156-162
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• 2023

The purpose of this study was to examine the effects of peer scaffolding on the writing fluency of English language learners. This study was intended to confirm that peer scaffolding in English as a foreign language (EFL) writing classes can improve students' English proficiency. An analysis of 20 EFL learners studying at a university in Gyeonggi Province was conducted based on the English Proficiency Test. In this study, 20 intermediate learners with similar proficiency levels were included in the sample. Randomly, 10 students were designated as members of the control group, and 10 students were designated as members of the experimental group. In the experimental group, students practiced essay writing, while a skilled student provided scaffolding for a less skilled student. A variety of tools were used to gather data, including tests, questionnaires, and interviews Statistical analyses of quantitative data were conducted using t-tests for independent samples, whereas analyses of qualitative data were conducted based on themes. Pre-test results indicated a significant value of sig. =0.87, which was higher than α = 0.05. According to the results of this study, the writing performance of both experimental and control groups of students was equal and homogeneous prior to treatment. However, there were significant differences between the writing of students in the two groups after the completion of the program. Due to the post-test analysis of the writing test, the test resulted in a sig. =0 .043, a value lower than α = 0.05. As a result, the experimental group participants showed a marked improvement in their writing abilities after treatment.

• 한국초등과학교육학회지:초등과학교육
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• 제34권1호
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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.

• 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.

• 한국과학교육학회지
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• 제28권6호
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• pp.519-526
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• 2008

This study was planned to investigate the patterns and the effect of science journal writing on the science process skill and the scientific attitude of elementary school students. This study tried to show their perceptions about science journal writing in order to find out the value of science journal writing. For this purpose, one class of 6th graders in an elementary school was tested. The results from this research show as follows: Science journals are classified into 9 types according to content and form. Writings about curiosity are the most frequent. Science concepts are found in observational journal. Science journals are more effective in the development of the science process skills and scientific attitude. Students are revealed to be in positive aspects through the research about science journal. In conclusion, science journal writing should be emphasized in science education for elementary school students.

• 공학교육연구
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• 제24권1호
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• pp.46-52
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• 2021

The purpose of this study is to clarify that critical writing can be a positive stimulus factor for the cultivation of critical thinking through actual cases of writing education targeting engineering students in universities. Critical writing education is a very important way to develop critical thinking necessary for acquiring scientific knowledge, sharing social values, creativity and cultivating new production capacity. Especially, when critical writing education is performed with materials that maintain critical view of social reality such as the movie "Bowling for Columbine", it is characterized by the fact that it is naturally combined with the dimension of engineering ethics faced by engineers from the analysis and judgment of social reality. This is an example of the fact that critical thinking education for engineering students does not necessarily meet their major areas.

• 아동학회지
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• 제33권5호
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• pp.1-17
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• 2012

The purpose of this study was to examine the effects of the literary approach using a game strategy on young children's phonological awareness and writing abilities. The subjects were selected from two classes of 'H' and 'M' Kindergarten in G city. The research tools used were the Phonological Awareness Ability Test, which was corrected by Jo, Kim, and Jeong(2006) and used to measure young children's phonological awareness abilities, and Lindberg(1987)'s Kindergarten Writing Assessment which was adapted and used by Noh(1994) in order to assess writing abilities. The literary approach activity using a game strategy used in this study resulted in an improvement in young children's phonological awareness abilities and writing abilities. These results suggest that these activities are valuable tools and can be applied successfully in the childhood education field as teaching aids.

• 아동학회지
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• 제26권6호
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• pp.267-285
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• 2005

This ethnography explored, the emergent writing and literacy of two-year-old children in classroom. The specific purpose of the study focuses on toddler's text appropriation from text environment and on social interaction between teachers and toddlers. The result showed that toddlers appropriated writing signs or words from their own text-environment and used it as the instrument for social interaction and communication. Specifically, they initiated social interaction by giving messages of their appropriated signs to adults as teachers, who were easily capable of communication. This led to all toddlers' involvement in message exchange in the classroom. Toddlers' marks of scribbles were also consisted of different kinds of lines and circles. Those marks have different meaning and. symbolic systems: drawing and writing graphics. Even though drawing and writing graphics developed as different symbol systems in toddlers' marks, each system helped to extend each other.

• 영어어문교육
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• 제3호
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• pp.185-201
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• 1997

This study explores perspectives on responding to EFL students' compositions at the semantic level. In the last three decades, there has been a shift from product-oriented approach to process-oriented one to teaching writing. The shift has led to the criticism of the traditional view on teacher response. The traditional view has been under attack for its overemphasis upon form and ineffectiveness on improving student writing skill. It is also noted that research into students' reactions to the traditional teacher response has been inconclusive. The process-oriented approach, on the other hand, draws its attention to meaning and the logical development of thought as well as linguistic matters. In this context, the present study discusses what EFL teachers need to take into account in providing the semantic-level feedback on students' compositions. Firstly, teacher response to student writing is on-going; teacher feedback involves teacher intervention in the drafting process, the revision process, and the presentation of product. Secondly, in the writing conferences, the teacher provides students an opportunity to talk about writing, assistance and advice on the content/meaning of the written text, helping them expand and clarify thinking about audience(reader) and purpose.