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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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초록· 키워드
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This study is intended to investigate the frequency of scientific writing tasks in Korean and American science textbooks, to compare the differences in types of posing the writing tasks according to the level of the children's scientific cognition, and to analyze the differences in the organization and development of writing ones of each chapter and thus to propose an effective way of presenting scientific writing in science textbooks. Korean ‘Science’ and ‘Experiment Observation Workbook’and Macmillan Mcgraw-Hill(MMH) Science for fourth graders were analyzed for the purpose. The results are as follows: First, Korean textbooks contain more science writing tasks per pages, and less per chapters than MMH one. Both text books provide balanced amount of science writing tasks, yet MMH especially does systematic exercises for each chapter. Second, the qualitative analysis of the textbooks' scientific writing shows that both textbooks contain a significant amount of "understanding" and "explanatory" writing, which reflects that the purpose of writing in science textbooks is leaning towards acquiring and verifying scientific concepts. In American textbooks, however, writings utilizing extensive cognition process and materials are also present. It is necessary for textbooks to present diverse and expressive writing assignments including personal opinions. Third, there are differences in organization and development of science writing tasks. Science writing tasks in Korean textbooks are present independently with lesson objectives of the chapters and practices, while those in MMH are systematically developed. Based on these results, it is necessary to systemize the textbooks' way of presenting writing tasks for effective teaching and learning. By organizing the writing materials and thus developing diverse materials, and by implementing extensive cognitive process in the writing activities, textbooks will be able to contribute in attracting the students' interests and in improving their scientific knowledge.
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참고문헌 (38)
참고문헌 신청
Anderson, J. A. / 1981 / The tales: Books with a bonus / Teacher 96 (5) : 60 ~ 63
Anderson, L. W. / 2001 / A taxonomy for learning, teaching, and assessing: A revision of bloom's taxonomy of educational objectives / Allyn and Bacon
Bloom, B. S. / 1956 / Taxonomy of educational objectives: The classification of educational goals, by a committee of college and university examiners, In Handbook I: Cognitive Domain /
Flower, L. S. / 1980 / Identifying the organization of writing processes, In Cognitive processes in writing / Erlbaum : 4 ~ 30
Hanrahan, M. / 1999 / Rethinking science literacy: Enhancing communication and participation in school science through affirmational dialogue journal writing / Journal of Re
Anderson, L. W. / 2001 / A taxonomy for learning, teaching, and assessing: A revision of bloom's taxonomy of educational objectives / Allyn and Bacon
Bloom, B. S. / 1956 / Taxonomy of educational objectives: The classification of educational goals, by a committee of college and university examiners, In Handbook I: Cognitive Domain /
Flower, L. S. / 1980 / Identifying the organization of writing processes, In Cognitive processes in writing / Erlbaum : 4 ~ 30
Hanrahan, M. / 1999 / Rethinking science literacy: Enhancing communication and participation in school science through affirmational dialogue journal writing / Journal of Re
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