The Effect of Science Writing Heuristic Laboratory Class on the Creative Thinking and Critical Thinking of Middle School Students

박성주,; 문성배,

doi:10.14697/jkase.2013.33.7.1259

Cited by 3 publications

(3 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…지식정보화 사회에서는 누구나 정보를 재구성하고, 이를 토대로 지식을 창출할 수 있다. 즉 지식 생산자로서 정보를 취사선택하고, 그 가치를 판단하는 비판적 사고력은 매우 중요한 역량이다 [1]. 비판적 사고는 능동적인 사고 과정으로 정보를 비판적으로 판단하는 능력이므로, 21세기를 살아가는 데 필요한 핵심 역량 중 하나로 인식되고 있다 [2].…”

Section: 서론unclassified

“…이와 같은 관점들은 과학적 논증과 매우 밀접하게 관련되어 있다. 따라서 비판적 사고는 문제 또는 문제 해결을 위해 근거에 기초해 진술을 판단하거나 진술에 대한 평가를 하는 논리적 사고로도 받아들여지고 있다 [1]. 이와 같은 비판적 사고의 요소들을 구체화하기 위한 연구들도 진행되었다 [10].…”

Section: 서론unclassified

See 1 more Smart Citation

Analysis of Critical Thinking of Pre-service Biology Teachers in SSI Argumentation Writing of ‘Biology Logic and Essay

Kang¹

2023

APJCRI

View full text Add to dashboard Cite

This study analyzed the critical thinking of pre-service biology teachers in SSI argumentation writing in 'Biology logic and essay' and examined its changes. To this end, 56 of SSI argumentation writing results written by 14 pre-service biology teachers at J University's College of Education were analyzed. In addition, the critical thinking shown in these writing products were examined in seven subareas: purpose, information, concept, logic, assumption, conclusion, and perspective. As a result of the analysis of critical thinking, among the SSI argumentation writings, the average of the first writing was the lowest and the average of the third writing was the highest. In the analysis of the sub-areas of critical thinking, it was found that the purpose, logic, and conclusion domains in SSI argumentation writing generally showed high averages, while the assumptions and perspective sub-areas were relatively low. In addition, in the Kruskal-Wallis test, the critical thinking of pre-service biology teachers in SSI argumentation writing showed a significant difference according to the writing sessions. In the analysis of the sub-areas of critical thinking, significant differences were found in the areas of purpose, information, concept, logic, and perspective, but no significant differences were found in the areas of assumptions and conclusions. In the post hoc test to find out the difference between the groups, there was a significant difference in the critical thinking of pre-service biology teachers between the 2nd and 4th sessions of writing. The results of this study suggest that the critical thinking of pre-service biology teachers can be improved by strengthening the SSI argumentation writing activity in the 'Biology logic and essay' class.

show abstract

Section: 서론unclassified

Analysis of Critical Thinking of Pre-service Biology Teachers in SSI Argumentation Writing of ‘Biology Logic and Essay

Kang¹

2023

APJCRI

View full text Add to dashboard Cite

show abstract

“…연구 등이 발표 되었다 (Jang et al, 2012;Nam et al, 2008Shin et al, 2013;Park & Chung, 2012;Park & Moon, 2013). 탐구적 과학 글쓰기 수업을 한 학생들의 논의 및 글쓰기에 나타난 논의 요소 및 빈도수가 분석되기도 하였다 (Kwak & Nam, 2009;Nam et al, 2008).…”

Section: 최근 국내에서도 탐구적 과학 글쓰기를 활용한 연구가 다수 진행되 어 왔는데 중학교 수업에서 탐구적 과학 글unclassified

Analysis of Student Science Writing and Perception on Argument-Based Claim and Evidence Writing Approach

Park¹,

Choi²

2014

Journal of The Korean Association For Research In Science Educa

View full text Add to dashboard Cite

The purpose of this study was to examine the science writing and perception of students who experienced the argument-based claim and evidence writing approach. One hundred and eight grade 11 students were assigned to an experimental group, while 99 grade 12 students were assigned to a comparative group in their earth science classes. Students' science writings on two science topics were scored using an analytic rubric developed in this study. The comparison of experimental and comparative groups in science writing was carried out using an independent two samples t-test. Students' perception on the instruction was examined using an open-ended survey. Science writing by the experimental group scored significantly higher than that by the comparative group, except for the big idea of 'green energy.' For six concepts in 'green energy' and four concepts in 'plate tectonics, there were more students in the experimental group than the comparative group who indicated them in their science writing. Students' perception on the instruction was positive in that they mentioned planning and conducting inquiry, citing of claims and evidence, and developing inquiry questions were helpful in science learning. The results of this study imply that the argument-based claim and evidence writing approach should be implemented in science classrooms for students to develop a conceptual framework for science.

show abstract

The Study on Science Teachers’ Understandings of the Nature of Science (NOS) through the Science Writing Heuristic (SWH)

김상호¹,

Lee²

2016

biologyeducation

View full text Add to dashboard Cite

The Effect of Science Writing Heuristic Laboratory Class on the Creative Thinking and Critical Thinking of Middle School Students

Cited by 3 publications

References 13 publications

Analysis of Critical Thinking of Pre-service Biology Teachers in SSI Argumentation Writing of ‘Biology Logic and Essay

Analysis of Critical Thinking of Pre-service Biology Teachers in SSI Argumentation Writing of ‘Biology Logic and Essay

Analysis of Student Science Writing and Perception on Argument-Based Claim and Evidence Writing Approach

The Study on Science Teachers’ Understandings of the Nature of Science (NOS) through the Science Writing Heuristic (SWH)

Contact Info

Product

Resources

About