주장하는 글쓰기에서 나타나는 글쓰기 과정 요소 및 글쓰기 전략 연구 = A Study on Writing Process Components and Writing Strategies in Argumentative Writing

다국어 초록 (Multilingual Abstract)

In this study, we investigated the writing process components and the writing strategies that appeared in the process of argumentative writing through students` think-alouds and semi-structured interviews. The subjects were 18 eighth graders. During argumentative writing, students were asked to decide whether they agreed with the given argument or not on the basis of information provided in the writing task. We categorized the writing process components and the writing strategies by analyzing the protocols of students` think-alouds and interviews, and evaluated the level of their written compositions. The analyses of the results indicated that the writing process components of argumentative writing showed different characteristics from those of problem solving writing in several components such as setting goals, organizing an outline, and evaluating content. In addition, the writing process component “coordinating information” was newly discovered in argumentative writing. The writing strategies were categorized into four groups by the types of decision making (reflective/intuitive) and the existence of outline organization: Reflective decision making and outline organization, reflective decision making and no outline organization, intuitive decision making and outline organization, and intuitive decision making and no outline organization. Students with the reflective decision making and outline organization strategy were found to get the highest scores in written composition in terms of the relationship between the argument and its grounds, the rebuttal of the opposing argument, and the structure of the writing. Educational implications are discussed.

참고문헌 (Reference)

1 노태희, "학생의 인지발달수준과 문제의 상황에 따른 화학 문제 해결 행동 비교" 16 (16): 389-400, 1996

2 임천택, "초등학교 설득하는 글쓰기 교육의 비판적 고찰" 한국초등국어교육학회 (37) : 331-370, 2008

3 배진숙, "초등 사회과 의사결정 학습 연구의 변천과 의사결정모형의 비교" 한국사회교과교육학회 15 (15): 25-51, 2008

4 곽재용, "주장하는 글쓰기의 수행평가 방안" 17 : 163-185, 2000

5 서재천, "의사결정능력 신장을 위한 사회과 수업논리 탐색" 28 : 29-49, 1995

6 김남미, "비판적사고 능력 확장을 위한 글쓰기 교수방안" 5 : 133-166, 2012

7 유지연, "비유 실험을 활용한 탐구학습이 과학영재의 실험설계 과정에 미치는 영향" 한국과학교육학회 31 (31): 986-997, 2011

8 신현숙, "분석적 평가에 의한 논증글 쓰기 수행의 발달적 차이" 한국교육학회 46 (46): 1-29, 2008

9 유지연, "발성사고법을 이용한 학생들의 과학 글쓰기 과정 탐색" 한국과학교육학회 33 (33): 881-892, 2013

10 조효정, "논증 구조 익히기를 통한 주장하는 글쓰기지도 연구" 32 : 247-271, 2006

11 박정은, "논증 구조 교육을 통한 고등학교 학생들의 과학 글쓰기 분석: 과학 글쓰기 장르에 따른 글쓰기 과제를 중심으로" 한국과학교육학회 29 (29): 824-847, 2009

12 남정희, "논의를 강조한 탐구적 과학 글쓰기(Science Writing Heuristic)의 중학교 과학 수업에의 적용" 한국과학교육학회 28 (28): 922-936, 2008

13 이재승, "글쓰기 교육의 원리와 방법 : 과정 중심 접근" 교육과학사 2002

14 김영철, "글쓰기 과정에서의 비판적 사유 능력 역할" 한국교양교육학회 7 (7): 429-447, 2013

15 서혁, "국어적 사고력과 텍스트의 주제적 이해" 7 (7): 131-164, 1997

16 교육과학기술부, "과학과 교육과정. 교육과학기술부고시 제 2011-361호"

17 정윤숙, "과학과 관련된 사회적·윤리적 문제(socioscientific issues)에 관한 탐색 - 중학교 과학교과서를 중심으로-" 학습자중심교과교육학회 10 (10): 435-456, 2010

18 최현섭, "과정중심의 전략적인 글쓰기 지도방안" 10 : 199-244, 1994

19 황미향, "과정 중심 쓰기 교육에 대한 비판적 고찰" 한국어교육학회 (123) : 243-278, 2007

20 이재승, "과정 중심 글쓰기 교육의 허점과 보완" 한국초등국어교육학회 (33) : 143-168, 2007

21 Graham, S., "Writing, In Handbook of educational psychology" Erlbaum 457-478, 2006

22 Wallace, R., "Writing for comprehension" 48 (48): 41-56, 2007

23 Mason, L., "Writing and conceptual change" 28 (28): 199-226, 2000

24 Voss, J. F., "Toulmin’s model and the solving of illstructured problems" 19 (19): 321-329, 2005

25 Wallace, C. S., "The science writing heuristic: Using writing as a tool for learning in the laboratory, In Crossing borders in literacy and science instruction: Perspectives on theory and practice" International Reading Association 355-368, 2004

26 Osborne, J., "The role of argument in science education, In Research and the quality of science education" Springer 367-380, 2005

27 McCann, T. M., "Student argumentative writing knowledge and ability at three grade levels" 23 (23): 62-76, 1989

28 Sadler, T. D., "Situated learning in science education : Socio-scientific issues as contexts for practice" 45 (45): 1-42, 2009

29 Osborne, J., "Science without literacy : A ship without a sail?" 32 (32): 203-218, 2002

30 Byrnes, J. P., "Naive theories and decision making as part of higher order thinking in social studies" 23 (23): 260-277, 1995

31 Hand, B., "Exploring students’ responses to conceptual questions when engaged with planned writing experiences : A study with year 10 science students" 41 (41): 186-210, 2004

32 Klein, P. D., "Elementary students’ strategies for writing-to-learn in science" 18 (18): 317-348, 2000

33 Paul, R. W., "Critical thinking : Fundamental to education for a free society" 42 (42): 4-14, 1984

34 Woolever, R. M., "Active learning in social studies: Promoting cognitive and social growth" Scott, Foresman and company 1988

35 Graham, S., "A meta-analysis of writing instruction for adolescent students" 99 (99): 445-476, 2007

36 Flower, L., "A cognitive process theory of writing" 32 (32): 365-387, 1981