An Exploratory Investigation of the Imaginative Writing Processes of Middle School Students

Abstract

In this study, we conducted an exploratory investigation of the imaginative writing processes of middle school students. Twelve 8th graders were asked to imagine and write about the daily life of atoms, assuming that they became specific atoms for themselves. The think-aloud method was used to investigate students' writing processes. We recorded students' writing processes, and also collected the data through interviews to clarify ambiguities in their writing processes. The analyses of the results revealed that their imaginative writing processes could be classified into the three types by the two aspects of writing process components (retrieving information and generating ideas). That is, the integration of retrieving information and generating ideas, the predominant retrieving information, and the predominant generating ideas. The students who were classified into the type of the integration of retrieving information and generating ideas came up with a story and properly introduced science concepts into it. These suggested that this type of students expressed their own understanding more effectively, and that this type was most appropriate for imaginative writing in learning science. The results also showed that the imaginative writing processes were greatly influenced by whether the planning step was adequately considered or not. On the bases of the results, we suggest the teaching strategies for effective imaginative writing in learning science.

CHEMISTORY: Integration of Creative Story Writing in Understanding Chemical Elements in Online Learning

“…In the exploratory research conducted by Yang, et al, (2014), it revealed that the imaginative writing process of science students in understanding a particular science content follows a process from retrieving information, generating ideas, and integrating the retrieved information with the ideas on writing. Moreover, Gillen, et al, (2020) explained that to write effectively and creatively about science requires a deeper understanding of the underlying scientific concepts than traditional examinations.…”

The Process of Group Writing and Processes Factor

“…하였다 (Park & Choi, 2014). 마찬가지로 Nam et al(2011) (Nam, Lee & Lee, 2004 (Shin et al, 2013), 학생들의 과학에 대한 흥미에도 영향을 미쳤다 (Yang, Lee & Noh, 2014;Hand et al, 2004;Owens, 2000). (Kang, Jo & Noh, 2013 (You et al, 2013 (Hayes & Flower, 1980 (Flower & Hayes, 1981 (Dewey, 1933;Schon, 1983 (Park, Choi, & Lee, 2008…”