USING COOPERATIVE LEARNING TO IMPROVE READING AND WRITING IN SCIENCE

1997 ◽  
Vol 13 (1) ◽  
pp. 53-70 ◽  
Author(s):  
Catherine R. Nesbit ◽  
Cynthia A. Rogers
Keyword(s):  
Cooperative Learning ◽  
Reading And Writing ◽  
Writing In Science

Promoting children’s creative thinking through reading and writing in a cooperative learning classroom

2020 ◽  
Vol 36 ◽  
pp. 100663
Author(s):  
Rafael Ibán Segundo Marcos ◽  
Verónica López Fernández ◽  
María Teresa Daza González ◽  
Jessica Phillips-Silver
Keyword(s):  
Cooperative Learning ◽  
Creative Thinking ◽  
Reading And Writing

scholarly journals Efeitos de sentido sobre transgênicos produzidos a partir da transformação nas condições de produção de leitura

2021 ◽  
Vol 5 (1) ◽  
pp. 176-193
Author(s):  
Alberto Lopo Montalvão Neto ◽  
Elisabeth Barolli
Keyword(s):  
Decision Making ◽  
Undergraduate Students ◽  
Political Issues ◽  
Reading And Writing ◽  
Scientific Controversies ◽  
The Face ◽  
Writing In Science ◽  
Socially Relevant ◽  
Undergraduate Science ◽  
Production Conditions

Resumo: Reflexões relativas à Ciência e à Tecnologia têm se pautado no entorno de questões socialmente relevantes. Assim, além de colocar como fundamental um olhar para as relações entre tais eixos e a Sociedade, no presente trabalho, demonstramos como uma atividade baseada na leitura e na escrita no Ensino de Ciências, que visa autonomia e tomada de decisões, pode gerar outras compreensões por licenciandos em Ciências Biológicas. Analisamos os efeitos de sentido produzidos após ocorrer mudanças nas condições de produção de leitura, por meio do contato desses sujeitos com tipos textuais diversos. Nosso intuito foi compreender como se dão os seus posicionamentos frente as controvérsias científicas, mais especificamente no que se refere aos alimentos transgênicos. Para tal finalidade, analisamos produções textuais dissertativas, e observamos a ocorrência de mudanças nas condições de produção influenciaram a produção de sentidos dos licenciandos de/sobre transgenia, bem como em relação às controvérsias e questões sociopolíticas concernentes.Palavras-chave: CTS; Controvérsias Científicas; Análise de Discurso; Transgênicos. Meaning effects on transgenics produced from transformation in reading production conditions Abstract: Reflections on Science and Technology have been based on socially relevant issues. In addition to placing as crucial a look at the relationships between those axes and the Society, in the present work, we demonstrate how an activity based on reading and writing in Science Teaching, which aims at autonomy and decision making, can generate other understandings by undergraduate science Biological students. We analyze the meaning effects produced after changes in the conditions of reading production, through the contact of these subjects with different textual types. Our aim was to understand how their positions take place in the face of scientific controversies, more specifically with regard to transgenic foods. Analyzing textual dissertation productions, we observed that changes in production conditions influenced the production of senses of the undergraduate students on/about transgenics, as well as in relation to the controversies and socio-political issues involved.Keywords: STS; Scientific Controversies; Discourse Analysis; Transgenics.  

scholarly journals Improving Reading and Writing Ability of Beginning With The Cooperative Integrated Reading and Composition Method

2020 ◽  
Vol 3 (3) ◽  
pp. 1177
Author(s):  
Siti Maskanah
Keyword(s):  
Cooperative Learning ◽  
Language Arts ◽  
Writing Skills ◽  
Learning Activities ◽  
Learning Method ◽  
Learning Methods ◽  
Writing Ability ◽  
Reading And Writing ◽  
Written Information ◽  
Comprehension Skills

<pre><em>Reading is an asset for someone to study books and find written information. Reading for a student is also an asset so that they can participate in learning activities. This study aims to improve reading and writing skills beginning with the Cooperative Integrated Reading and Composition (CIRC) learning method. Besides that, it can also improve the ability to read and write at the beginning. This study uses the Cooperative Integrated Reading Composition (CIRC) learning method, this method is one of the integrated cooperative learning methods of reading and writing, where students are divided into several groups to improve their comprehension skills in reading, writing, understanding vocabulary and language arts. This research is able to improve the ability to read and write at the beginning.</em></pre>

scholarly journals Scientific literacy as social practice: Implications for reading and writing in science classrooms

2015 ◽  
Vol 11 (3) ◽  
pp. 268-281 ◽  
Author(s):  
Gard Ove Sørvik ◽  
Sonja M. Mork
Keyword(s):  
Science Education ◽  
Scientific Literacy ◽  
Social Practice ◽  
Research Literature ◽  
Sociocultural Perspective ◽  
Science Classrooms ◽  
Reading And Writing ◽  
Writing In Science ◽  
Literacy As Social Practice

This article provides an introduction to what it means to adopt a view of literacy as social practice for science education. This view of literacy builds on the idea that reading and writing are best regarded as situated social practices involving text, not as a set of decontextualised and universally applicable skills. First, we draw on sociocultural perspectives on literacy to show how these perspectives inform our understanding of literacy when the context is science. Second, we use related research literature, mainly concerning the role of text in science education, to present a framework for approaching literacy in science classrooms from a sociocultural perspective. Finally, we discuss how a social view of literacy enables us to consider how literacy occurs in contexts relevant to a transcending science subject for scientific literacy.

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