The Use of Critical Reading in Understanding Scientific Texts on Academic Performance and Problem-solving Skills
This study aimed to investigate the effect of critical reading (CR) practices in science courses on academic achievement, science performance level, and problem-solving skills. The experimental method and factorial design were used. The study was conducted with 102 seventh-grade students from a publ...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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ICASE
2020-12-01
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| Series: | Science Education International |
| Subjects: |
| _version_ | 1818917457063051264 |
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| author | Özlem Koray Sercan Çetinkılıç |
| author_facet | Özlem Koray Sercan Çetinkılıç |
| author_sort | Özlem Koray |
| collection | DOAJ |
| description | This study aimed to investigate the effect of critical reading (CR) practices in science courses on academic achievement, science performance level, and problem-solving skills. The experimental method and factorial design were used. The study was conducted with 102 seventh-grade students from a public school in Turkey during the 2014–2015 academic year. Experimental and control groups were formed. CR practices were followed in the experimental group and teaching practices appropriate to the curriculum were used in the control group. Data were collected with the “Multiple-Choice Academic Achievement Test” to determine the students’ academic level in the “Human and Environment Unit: The Science Performance Level Test” to determine their science performance level and the “Logical Thinking Group Test” to determine the level of their problem-solving skills. The variables of academic achievement and science performance levels were labeled “Academic Performance.” Independent samples two-way ANOVA was applied to analyze the data using SPSS 18.0 software. The results revealed that the students in the experimental group, who were taught science using CR practices, were significantly more successful than the students in the control group, whose teaching was appropriate to the current curriculum in terms of academic achievement, science performance level, and problem-solving skills. It is of critical importance to use such innovative practices, which combine various disciplines, to allow students to excel at reading, which is a basic skill, at all educational levels in order to raise contemporary and social individuals. |
| first_indexed | 2024-12-20T00:34:22Z |
| format | Article |
| id | doaj.art-ba9b0e7023b541dfadb6ceda11a855a5 |
| institution | Directory Open Access Journal |
| issn | 2077-2327 |
| language | English |
| last_indexed | 2024-12-20T00:34:22Z |
| publishDate | 2020-12-01 |
| publisher | ICASE |
| record_format | Article |
| series | Science Education International |
| spelling | doaj.art-ba9b0e7023b541dfadb6ceda11a855a52022-12-21T19:59:49ZengICASEScience Education International2077-23272020-12-0131440040910.33828/sei.v31.i4.9The Use of Critical Reading in Understanding Scientific Texts on Academic Performance and Problem-solving SkillsÖzlem Koray 0Sercan Çetinkılıç 1 Department of Mathematics and Science Education, Ereğli Education Faculty, Zonguldak Bulent Ecevit University, Kdz. Ereğli, Zonguldak 15 Temmuz Şehitleri İmam Hatip Secondary School, Kdz. Ereğli, Zonguldak This study aimed to investigate the effect of critical reading (CR) practices in science courses on academic achievement, science performance level, and problem-solving skills. The experimental method and factorial design were used. The study was conducted with 102 seventh-grade students from a public school in Turkey during the 2014–2015 academic year. Experimental and control groups were formed. CR practices were followed in the experimental group and teaching practices appropriate to the curriculum were used in the control group. Data were collected with the “Multiple-Choice Academic Achievement Test” to determine the students’ academic level in the “Human and Environment Unit: The Science Performance Level Test” to determine their science performance level and the “Logical Thinking Group Test” to determine the level of their problem-solving skills. The variables of academic achievement and science performance levels were labeled “Academic Performance.” Independent samples two-way ANOVA was applied to analyze the data using SPSS 18.0 software. The results revealed that the students in the experimental group, who were taught science using CR practices, were significantly more successful than the students in the control group, whose teaching was appropriate to the current curriculum in terms of academic achievement, science performance level, and problem-solving skills. It is of critical importance to use such innovative practices, which combine various disciplines, to allow students to excel at reading, which is a basic skill, at all educational levels in order to raise contemporary and social individuals.critical readingcritical thinkingscience teachingscientific text |
| spellingShingle | Özlem Koray Sercan Çetinkılıç The Use of Critical Reading in Understanding Scientific Texts on Academic Performance and Problem-solving Skills Science Education International critical reading critical thinking science teaching scientific text |
| title | The Use of Critical Reading in Understanding Scientific Texts on Academic Performance and Problem-solving Skills |
| title_full | The Use of Critical Reading in Understanding Scientific Texts on Academic Performance and Problem-solving Skills |
| title_fullStr | The Use of Critical Reading in Understanding Scientific Texts on Academic Performance and Problem-solving Skills |
| title_full_unstemmed | The Use of Critical Reading in Understanding Scientific Texts on Academic Performance and Problem-solving Skills |
| title_short | The Use of Critical Reading in Understanding Scientific Texts on Academic Performance and Problem-solving Skills |
| title_sort | use of critical reading in understanding scientific texts on academic performance and problem solving skills |
| topic | critical reading critical thinking science teaching scientific text |
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