IMPROVEMENT OF STUDENTS’ SCIENTIFIC WRITING OF BIOLOGY EDUCATION OF SEBELAS MARET UNIVERSITY THROUGH READING PROJECT BASED LEARNING
Abstract
This study examined how students’ scientific writing skills changed over as they participated in the Reading Project Based Learning (RPjBL) model. This action research was conducted by Biology Teacher of Education Program Faculty of Teacher Training and Education in SebelasMaret University. The results show that the scientificwriting level increased on the last writing activities. It was suggested that RPjBL could have a positive impact on students’ scientific writing. Students who experienced the RPjBL emphasized the sentences reflecting the application and used high cognitive level sentences.
Keywords
Full Text:
PDFReferences
Dean, Paul. 2011. Writing Assessment and Cognition.Princeton, New Jersey: Educational Testing Service (ETS).
Devick-Fry, J., Klages, C. and Barnhill, A. 2010. A Systematic Approach to Measuring Inquiry in Teacher Education. Studies in Learning, Evaluation, Innovation and Development Vol. 7(1): 37–51.
Fang, Z. and Wei, Y. 2010. Improving Middle School Students’Science Literacy Through Reading Infusion. The Journal of Educational Research. 103:262–273.
Kendeou, P., Broek, P., Helder, A and Karlsson, J. 2014. A Cognitive View of Reading Comprehension: Implications for Reading Difficulties.Learning Disabilities Research & Practice. 29(1): 10–16.
Krauss, J and Boss, S. 2013.Thinking Through Project-Based Learning, Guiding Deeper Inquiry. London, UK: SAGE Publication Ltd.
Levy, Y and Ellis, T.J. 2006. A Systems Approach to Conduct an Effective Literature Review in Support of Information Systems Research. Informing Science Journal. 9.
Osborne, J. 2010. Arguing to Learn in Science: The Role of Collaborative, Critical Discourse. Science. 328 (5977): 463-466.
Roessingh, H and Chambers, W. 2011. Project-Based Learning and Pedagogy in Teacher Preparation: Staking Out the Theoretical Mid-Ground. International Journal of Teaching and Learning in Higher Education: 23(1): 60-71.
Sampson, V., Enderle, P., Grooms, J and Witte., S. 2013. Writing to Learn by Learning to Write During the School Science Laboratory: Helping Middle and High School Students Develop Argumentative Writing Skills as They Learn Core Ideas. TheScience Education. 97 (5): 643–670.
Schneider, D.2014. Exploring Disciplinary Literacy: Scientific Writing in History Classes. Social Studies Review. 53.
Zhang, J., Luo, X., Lu, L., and Liu, W. 2012. An Acquisition Model of Deep Textual Semantics Based on Human Reading Cognitive Process. International Journal of Cognitive Informatics and Natural Intelligence. 6(2): 82-103.
Refbacks
- There are currently no refbacks.
