The impact of Anticipation Guides on students’ reading activities to improve conceptual understanding

Yuvita Oktarisa

Abstract


Conceptual understanding is significant aspect in Physics Education. Student’s understanding on particular content stands as the significant foundation to build holistic comprehension. The Program for International Student Assessment (PISA) coined students’ ability to understand scientific reading as part of scientific literacy. The role of reading activity in science is fundamental as the position of the experiment. It means reading not only facilitates students to master scientific information but also assists them in having problem-solving skills. This work promotes reading activities to structure students’ comprehension. Anticipation guides facilitates students for having empirical competencies, such as applying, analyzing, and evaluating. These competencies improve students’ conceptual understanding.


Keywords


Anticipation Guides, Conceptual understanding

Full Text:

PDF

References


Adams, A. E., Pegg, J., & Case, M. (2015). Anticipation guides: Reading for mathematics understanding. The Mathematics Teacher, 108(7), 498–504.

Komiyama, R. (2013). Factors underlying second language reading motivation of adult EAP students. Reading in a Foreign Language, 25(2), 149–169.

Lin, S.-S. (2014). SCIENCE AND NON-SCIENCE UNDERGRADUATE STUDENTS’CRITICAL THINKING AND ARGUMENTATION PERFORMANCE IN READING A SCIENCE NEWS REPORT. International Journal of Science and Mathematics Education, 12(5), 1023–1046.

Murphy, P. K., Greene, J. A., Allen, E., Baszczewski, S., Swearingen, A., Wei, L., & Butler, A. M. (2018). Fostering high school students’ conceptual understanding and argumentation performance in science through Quality Talk discussions. Science Education, 102(6), 1239–1264.

Nugrahanto, S., & Zuchdi, D. (2019). Indonesia PISA result and impact on the reading learning program in Indonesia. 373–377.

Patterson, A., Roman, D., Friend, M., Osborne, J., & Donovan, B. (2018). Reading for meaning: The foundational knowledge every teacher of science should have. International Journal of Science Education, 40(3), 291–307.




DOI: http://dx.doi.org/10.30870/gravity.v8i2.17910

Refbacks

  • There are currently no refbacks.


Gravity has been indexed by:

     
     

 

  

 

Gravity : Jurnal Ilmiah Penelitian dan Pembelajaran Fisika is publihed by Department of Physics Education, Universitas Sultan Ageng Tirtayasa jointly with Physical Society of Indonesia (PSI)

Creative Commons License 

Gravity : Jurnal Ilmiah Penelitian dan Pembelajaran Fisika is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License

Copyright © 2020, Gravity: Jurnal Ilmiah Penelitian dan Pembelajaran Fisika.