scholarly journals Enhancing scientific argumentation skill through partnership comprehensive literacy

2021 ◽  
Vol 2098 (1) ◽  
pp. 012015
Author(s):  
D Hadianto ◽  
V S Damaianti ◽  
Y Mulyati ◽  
A Sastromiharjo
Keyword(s):  
College Students ◽  
Physics Education ◽  
Reading Strategy ◽  
Scientific Argumentation ◽  
Electricity And Magnetism ◽  
Comprehensive Literacy ◽  
Reading Activity ◽  
Scientific Arguments ◽  
Scientific Argument

Abstract This study focuses on the use of Partnership Comprehensive Literacy (PCL) as a reading strategy to support reading in science and to explore the level of students’ Scientific argument. Partnership Comprehensive Literacy consist of 4 components that address the topic of the reading activity: the statements of the content, what I think, what the texts say, and evidence of the text. This study uses a mix method to identify and improve students’ scientific argumentation skills. The instrument used is a set of questions about electricity and magnetism. In addition, the argument level rubric instrument that contains argument components is used to analyse the level of students’ scientific arguments. The participants of this study were 40 college students consisting of 25 females and 15 males in the department of physics education taking a course in the fundamental of physics. The findings revealed that the students’ level argument was dominated by the use of Claim-Reasoning-Evidence (CRE). In addition, students evaluated that the use of PCL in reading activity as being challenging but an interesting process because they have to find the evidence in the texts to support their statements of what I think.

scholarly journals Description of difficulty on electricity and magnetism concepts of physics education students among cross academic level

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Rendy Wikrama Wardana ◽  
Liliasari Liliasari ◽  
Paulus Tjahyono Tjiang ◽  
Nahadi Nahadi
Keyword(s):  
Physics Education ◽  
Electromagnetic Waves ◽  
Learning Strategy ◽  
State University ◽  
Education Students ◽  
Master's Students ◽  
Academic Level ◽  
Electricity And Magnetism ◽  
Qualitative Descriptive ◽  
Essay Test

Some previous studies have shown that electricity and magnetism is one of the concepts of abstract, difficult, and complex. The purpose of the research illustrates the difficulties of academic cross-level physics education students on magnetic electrical concepts. Research used qualitative descriptive methods. The number of research samples is 103 students consisting of 73 the third year Bachelor’s Students of Physics Education and 30 Master’s Students of Physics Education in one of State University in Bandung City. Research instruments used essay-shaped tests and interview guides. Data collection was conducted by giving essay test adapted from Electromagnetic Concept Inventory test consisting of four major subconcepts namely: electrostatic, magnetics, electromagnetic induction and electromagnetic waves.  Data analysis was conducted by analyzing the test result data via the answer scale section and analysis of the interview results. The results of the study show interesting thing that the electrostatic subconcept is 3% for Bachelor’s Students of Physics Education and 6% for Master’s Students of Physics Education that answered questions correctly on the concept. In the sub-concept of electromagnetic waves, 7% of Bachelor’s Students of Physics Education and 6% for Master’s Students of Physics Education that answered correctly questions on the concept. The results indicate that most students ' cross-academic level difficulties were on electrostatic sub-concepts and electromagnetic waves that categorized the basic and upper concepts in magnetic electrical concepts. The results of the study give implications that the need to strengthen basic concepts and appropriate learning strategy in teaching the concept of magnetic electricity.

scholarly journals The Effectiveness of Shared Reading Strategy toward Students’ Reading Achievements

2017 ◽  
Vol 8 (1) ◽  
pp. 75
Author(s):  
Berni Arnita Hutabarat ◽  
Albert Effendi Pohan ◽  
Adam Adam
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
Corrective Feedback ◽  
Reading Strategy ◽  
Mean Value ◽  
Shared Reading ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental ◽  
Reading Activity

Many students got difficulty in reading descriptive text, especially who lack on vocabulary. To acquire the students’ reading comprehension, it is needed to stimulate the students’ mind and corrective feedback. Thus, to solve this problem, the writer tried to teach reading descriptive text by using Shared Reading Strategy to make the reading activity in the classroom more effective and could improve students’ reading comprehension. The writer conducted this teaching media in process of reading descriptive text at class VII-A at SMP Tunas Baru Jin – Seung Batam with 35 samples. This research is a quantitative approach. The method was used in this research is experiment method and focused on Quasi experimental. The research conducted in SMP Tunas Baru Jin – Seung Batam, on April – June 2016 where two classes were taken as the samples of this study. Class VII-A as experimental class and VII-B as control group. The technique of collecting data in this research was pre-test and post-test. The question in pre-test and post-test are similar form. To prove that the alternative hypothesis (Ha) is accepted, the researcher used t-test formula calculate the data. The data gained Ttest>t table(31.64>1.667). It also can be seen from both classes post-test mean value; control class’ mean was 69 and experimental class’ was 78.43. So, it can be concluded that the used of Shared Reading Strategy gives a significant effect in student’s reading comprehension. Keywords: students reading comprehension, shared reading strategy.

scholarly journals Influence of L1 Metacognitive Reading Strategies on L2 Academic Reading of Chinese College Students

2018 ◽  
Vol 9 (5) ◽  
pp. 147-155
Author(s):  
Yuan Xin ◽  
Fauziah Bt Ismail ◽  
Azian Bt Abd Aziz@Ahmad
Keyword(s):  
College Students ◽  
Reading Strategies ◽  
Reading Strategy ◽  
Strategy Use ◽  
L2 Reading ◽  
Chinese College Students ◽  
Academic Reading ◽  
Factors Influencing ◽  
L2 Learners ◽  
L1 And L2

Abstract With the fast increasing number of second language (L2) learners in universities, the ability to read L2 academic texts has become one of the most important skills that L2 college students need to acquire. However, L2 learners still face various problems and difficulties in their L2 reading and past literature suggests that reading strategies have proven to be effective in enhancing L2 reading. Therefore, it is of great significance to examine the factors influencing L2 reading strategies use. Among factors influencing L2 reading strategy use, L1 reading strategies have been identified as a significant influence. However, few studies in this regard have looked into college students in mainland China which has a large number of L2 learners. This study aimed to seek the connection between first language (L1) and L2 metacognitive reading strategies by comparing and contrasting mainland China college students’ metacognitive strategy patterns in their L1 and L2 academic reading. The study also explored factors influencing Chinese college students’ L2 reading strategy use. The study conducted a survey on reading strategies (SORS), think aloud protocol (TAP) and stimulated recall interviews (SRI) to explore the research issues. The study found that Chinese college students employed strategies on a more frequent basis in their L2 academic reading as compared to their L1 academic reading. Two factors, namely, limited L2 proficiency (LLP) and test-oriented reading approach (TORA) were identified as the major factors influencing the L2 metacognitive strategy patterns of Chinese college students. The present study adds to the existing knowledge on the relationship between L1 and L2 reading strategy patterns for Chinese college students and examines factors shaping their L2 reading strategy use. This study assists English language teachers to identify factors influencing Chinese college students’ reading strategies patterns while taking into consideration of the factors influencing their L2 strategy use.

New Bio-Scientific Interpretations of the Eco-Economic Zootehnization of the Romanian Performing Agriculture

2018 ◽  
Vol 12 (1) ◽  
pp. 39-43
Author(s):  
Amalia-Gianina Străteanu ◽  
Simona Nicoleta Stan
Keyword(s):  
Milk Powder ◽  
Animal Husbandry ◽  
Meat Production ◽  
Annual Data ◽  
The European Union ◽  
The United Kingdom ◽  
Productive Potential ◽  
The One ◽  
Scientific Arguments ◽  
Scientific Argument

Abstract It is known that in all Western European countries, during the 20th century was initiated, developed, applied and consolidated the bio-scientific principle of agriculture zootehnization, so this trend continues in the first two decades of the 21st century. Based of the official data of EUROSTAT, this article presents the concrete situation of the dynamics of the two main livestock productions, respectively milk and meat, using annual data, namely those published in 2016 and 2017. The authors use new bio-scientific arguments to analyze and interpret the concept of agriculture zootehnization, with unprecedented and documented ighlighting of polyvalent and synergistic aspects, between the effective zootechnical practice of the performing agriculture (on the one hand) and the bioeconomic management of animal husbandry (on the other hand). Thus, the authors report the fact that at 21 611 thousand head dairy cows in the EU (excluding the United Kingdom), is collected a production of 138 511 thousand tonnes milk, with a average milk production of 6 409.29 kg / head, of which in the milk industry (Table 3. with those 14 selected countries), the year is obtained, in thousand tons, 30 087 dairy products (milk for consumption, milk powder, butter and cheese). In the same sense, the authors present and analyze the dynamics of meat production from the farm livestock and they find that the annual values for carcass weight in thousands tons are for bovine 6,885, for pigs 22,522 and for sheep 423, which highlights a real zootechnical, genetic and bio-productive potential. We underline that in two synthesis tables, the authors present the numerical situation of the relations between the European Union and Romania, so in a professional way, through a new bio-scientific argument it is justifiably demonstrated that Romania needs to develop inter-, multi-and transdisciplinary and to apply a real country project for the Carpatho-Danubiano-Pontic autochthon space in its European context.

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