과학 글쓰기 유형 및 내용 구성 연구

Abstract

In science education, writing plays an important role in conceptual composition, problem solving, and communication as a learning tool to develop scientific refinement. The recently-revised 2015 curriculum emphasizes the improvement of scientific communication ability and places greater emphasis on the expression and communication of scientific knowledge in language. Previous research has handled the importance and typology of science writing activity and provided, quantitative analysis of writing activities suggested in textbooks. However, there has been little research on the establishment of teaching/learning measures in terms of detailed procedures or processes of science writing. Considering that the writing procedures and teaching/learning measures suggested by research on Korean language education could be applied to the materialization of teaching/learning of science writing, this paper aims to reclassify science writing activities in Korean language education and to establish teaching/learning measures for each type. Most of the previous research on the existing classification of science writing has focused primarily on the cognitive activities required for writing. However, this classification lacks consideration of the detailed teaching/learning context required for writing, and it is limited to being directly applied to the actual writing performance. Therefore, this paper analyzes the writing activities shown in seven types of <science> textbook for Grade 1 of high school in accordance with the 2009 revised curriculum and then classifies science writing into Type D (description of phenomenon), Type C (confirmation of scientific concept), Type A (application of scientific concept), and Type J (scientific judgment) in accordance with teaching intentions under the teaching/learning context to perform writing. Sub-dividing them into Type A-1 (suggestion of condition→interpretation of concept), Type A-2 (suggestion of concept→discovery of phenomenon), Type A-3 (scientific concept→original idea), Type J-1 (convergence of result), and Type J-2 (divergence of result), the detailed procedure plan of science writing in each type is suggested.