 |
Mathematics And Science
Teacher Education Program |
READING IN SCIENCE
Reading is essential to effective teaching. Students need to read about science. Reading
is an important way to learn about the process of science via case histories of scientific
discoveries. It is also an expedient way to learn procedures, content, vocabulary, etc.
The most common science reading material is the textbook. There are several problems
associated with textbooks: 1) they tend to be encyclopedic, emphasizing vocabulary and
facts. 2) They cover too much material. 3) They seldom give more than one example to
illustrate a concept. 4) Concepts are often hidden in the mass of information presented.
5) Readability is usually a problem.
In recent years, the amount of information available in science has increased
dramatically. This mass of information has found its way into science textbooks usually
without any justification. Why should students have to learn more and more with each new
edition? Is there nothing that can be eliminated? In order for teachers to use textbooks
effectively there needs to be a major shift in the way textbooks are written. There needs
to be more emphasis on science as a process. Conceptual inquiry based texts, such as,
"FAST" and "BSCS" programs are too few. In lieu of such major changes,
teachers can still use available textbooks but not in the classical "Read chapter 6
and answer the questions at the end" model. Here are a few hints to help you use
textbooks.
1) Be sure you read the textbook before making any assignments.
2) Decide whether all, none, or only selected portions are necessary for the students to read.
3) Stimulate interest in the reading by creating a need to learn.
4) Focus students on the central concept you wish them to understand.
5) Try to identify vocabulary that may hinder students understanding and discuss these with the students prior to assigning the reading.
6) You will need to give additional relevant examples of the concepts
7) Prepare your own questions to go with the text; questions that are relevant to student experiences.
8) When grading student responses, analyze answers for the student's line of reasoning rather than looking for the correct answer. One of the problems teachers face is that students are seldom trained to read textbooks. They try to read a text as if it were a novel. This obviously does not work.
One simple method you can teach your students is the SQ3R reading technique:
Survey (S)-- glance over the assigment; estimate how long it will take to read; look at the heading and subheadings,pictures, graphs, figures, etc.; read the chapter summary.
Question (Q)-- turn each heading and subheading into questions that will be answered by reading the text.
Read (R)-- read the material; try to answer the questions posed above; do not try to read a long assignment at one setting.
Recite (R)-- after reading a section stop, close the book and recite in your own words the answers to the questions; you may want to write the answers; if you are unable to answer the questions reread that section.
Review (R)-- a first review should be done immmediately after finishing the reading assignment. Additional reviews may take place prior to an exam. If you are unable to answer some questions reread those sections.
Another problem teachers must contend with is the readability of the textbook and the reading level of the students. They must match if effective learning is to take place. Several factors affect readability, such as, length of sentences, number of syllables in words, vocabulary, etc. In addition, student interest must be considered. Students often can and do read above their normal level when they are motivated to do so. There are several readability indices available. One of the easiest to use is the "SMOG" formula. It requires counting the number of polysyllabic words in three ten-sentence samples, as follows:
1. Select three ten-sentence samples, one from near the beginning, one from the middle , and one from the end of the reading (book, chapter, section).
2. Count every word of 3 or more syllables (recount repeated words).
3. Estimate the square root of the total number of polysyllabic words by taking the square root of the nearest perfect square (or the lowest perfect square when the number is exactly between two perfect squares).
4. Add three (3) to the estimated square root to get the reading level.Example: Sample #1,14 polysyllabic words; Sample #2,12 polysyllabic words; Sample #3,11 polysyllabic words; Total = 37 polysyllabic words Square Root = 6; 6 + 3 = 9
9 is the reading level of this selection.
Remember, this index is only a guideline. There are many factors that affect reading level. You can encourage reading above the normal level of the student by raising the interest and motivation of your students.
Textbooks should not be the only reading source in science. Students must be exposed to a
variety of reading materials. Laboratory manuals and teacher prepared handouts are
probably the next most common types of materials students will read. In addition a well
organized classroom will have available to the students the following reading materials:
different textbooks at a variety of reading levels; various science magazines (National
Geographic, Scientific American, Smithsonian, Sierra, etc); and, several different science
reference books. As a science teacher you are responsible to see that such reading
materials are available in your classroom. It is also your duty to request your school
library to keep current in their science holdings.
