빛을 주제로 한 11학년 학생의 과제 유형에 따른 글쓰기 분석 = An Analysis of Writing by 11th Grade Students on the Theme of Light According to the Type of Task

다국어 초록 (Multilingual Abstract)

In physics education, language is an fundamental learning tool as in other subjects. In writing activity, students can get fair opportunities to express their own ideas during the class. Even though there are various styles of writing, students are usually supposed to make a report in their science classes. But there have been few studies in science education on the tasks and features of student`s science writing. In this research, different styles of writing tasks were designed for science classes, and students` writing was analysed in terms of conceptual and emotional aspects. Also the usefulness of each task type was discussed relating to school physics education. Four types of writing, i.e. ＜being-imported＞, ＜cognition-conversed＞, ＜experience-based＞, and ＜knowledge-based＞ writing were developed, and `The reflection of light` was selected as the theme and given to students. Four types of writing were analysed in this paper. In each type of writing, students showed different features in their conception. They also showed emotional expressions in imaginative writing types, that is, ＜being-imported＞ and ＜cognition-conversed＞ types. Based on these results, it is recommended that in physics teaching various types of writing need to be designed, developed and applied according to the aim of a particular lesson.

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