Revitalizing students activities in reading and writing in science: An investment in educational improvement
Tomo Djudin

Program Studi Pendidikan Fisika, Jurusan Pendidikan MIPA, Fakultas Keguruan dan Ilmu Pendidikan Universitas Tanjungpura Pontianak, Kalimantan Barat, Indonesia, Jl.Prof.Dr.H.Hadari Nawawi, Pontianak 78121 Indonesia


Abstract

A literate science-information-technology people in the future cannot be prepared if based only on facts and concepts of the content areas that students acquired during school years. In a scientific literacy curriculum, reading and writing can serve as dynamic vehicles for learning science meaningfully. The role expectation for teachers must change from dispensers of knowledge to developers of self-regulated learners, thinkers, and problem solvers who know to use reading and writing to learn. Our real challenge is teaching children how to read, write, and to think about science. This article described briefly some published literature, numerous research results, meaningful and practical strategies on reading-writing to learn in science and presented their examples as well. It concludes that reading-writing to learn should be developed together throughout the school years. Improving the quality of reading and writing actually improve the quality of thought and, therefore, can be assumed as an investment in educational improvement.

Keywords: reading-writing to learn, reading technique, expository writing, expressive writing, graphic organizer

Topic: 2. Science Education

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