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분야
자연과학 > 과학교육
저자
유지연 ( Jiyeon You ) , 강석진 ( Sukjin Kang ) , 김지영 ( Jiyeong Kim ) , 노태희 ( Taehee Noh )
발행기관
한국과학교육학회
간행물정보
한국과학교육학회지 2013년, 제33권 제5호, 881~892페이지(총12페이지)
파일형식
78602981.pdf [무료 PDF 뷰어 다운로드]
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    It has been recently emphasized that comprehensive understanding of students` cognitive in the process of writhing as well as final product is needed in order to develop an effective strategy for science writing. In this study, we investigated the characteristics of writing process in the situation that students wrote a composition in solving the application problem on a science topic. Seven eighth graders selected in the consideration of their science achievement and communication skills were asked to write a composition using think-aloud method. They were also interviewed after their writing work. The analyses of the results indicated that students` writing processes consisted of six distinctive components: generating, organizing, translating, evaluating, and revising. It was also found that the patterns of process components for each student were different in terms the frequency and the sequence. The patterns of process components were into four types: systematic, tacit planning, trial and error, random strategies. Educational implications were also discussed.
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