The Effect of Using Critical Reading in 5th Grade Science on Students’ Academic Achievement, Science Performance and Creativity
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Published
Nov 27, 2023
Abstract
This study examined the effect of using critical reading in scientific texts on students’ academic achievement, science performance level and creativity. The study was conducted with 5th grade students in Ereğli, Zonguldak during the 2017-2018 academic year. The study group consisted of a total of 34 students, 17 in the experimental group and 17 in the control group. Activities based on critical reading were carried out with the experimental group, whereas traditional activities from the 5th grade science curriculum were employed with the control group. The “Multiple Choice Academic Achievement Test”, the “Science Performance Level Test” and the “Torrance Test of Creative Thinking” were administered to both groups as a pre-test prior to the study and as a post-test once the study was completed. The data were analyzed with the dependent and independent samples t-Test using the SPSS package program. The study results revealed a significant difference in science performance level and creativity between the experimental and control groups favoring the experimental group. However, there was no significant difference in academic achievement between the experimental and control groups. Critical reading practices can be used in science lessons to improve students’ high-level skills, and critical reading activities can be developed alongside scientific texts for multiple grade levels.
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Keywords
Reading, Critical Reading, Science Performance, Creativity, Scientific Texts
References
Akın, F. (2014). The effects of science teaching using the critical reading practice on learning products. Master diss., Bülent Ecevit University, Zonguldak.
Akın, F., Koray, Ö., & Tavukçu, K. (2014). How effective is critical reading in the understanding of scientific texts? Procedia - Social and Behavioral Sciences, 174(12):2444-2451. DOI: https://doi.org/10.1016/j.sbspro.2015.01.915
Aksoy, G. (2005). The Effect of the scientific method process, which is based on creative thinking, on the learning outcomes in science instruction. Master diss., Karaelmas University, Zonguldak
Alkaya, F. (2006). The effect critical thinking skills based on the teaching of science studies on the academic achievement of students. Master diss., Mustafa Kemal University, Hatay.
Altunsöz, D. (2016). Turkish course development class 4. investigation of critical reading skills training program students. Master diss., Bartın University, Bartın.
Aşılıoğlu, B. (2008). The importance of critical reading for cognitive learning and the ways to improve it. Dicle University Ziya Gökalp Education Faculty Journal, 2008(10):1-11. Available at: https://dergipark.org.tr/tr/pub/zgefd/issue/47959/606781
Aslan, E. (2001). Torrance yaratıcı düşünce testi’nin Türkçe versiyonu. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 14(14):19-40. Available at: https://dergipark.org.tr/en/pub/maruaebd/issue/368/2523
Baki, Y. (2020). The effect of critical reading skills on the evaluation skills of the creative reading process. Eurasian Journal of Educational Research, 20(88):199-224. Available at: https://dergipark.org.tr/en/pub/ejer/issue/57483/815396
Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2014). Bilimsel araştırma yöntemleri. Pegem Academy Publishing. ISBN: 978-9944-919-28-9.
Çam, B. (2006). The relationship between visual reading level and reading understanding, critical reading and Turkish lesson academic success of elemantary school students. Master diss., Eskişehir Osmangazi University, Eskişehir.
Çetinkılıç, S. (2017). The effect of the use of critical reading practices in teaching science on academic performance and problem-solving skills. Master diss., Bülent Ecevit University, Zonguldak.
Emiroğlu, H. (2014). Effect of critical reading teaching on critical reading skill. Master diss., Düzce University, Düzce.
Flynn, L. L. (1989). Developing critical reading skills through cooperative problem solving. The Reading Teacher, 42(9):664-668. Available at: https://www.jstor.org/stable/20200271
Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6th ed.). NY: McGraw-Hill, New York.
Glăveanu, V. P. (2014). The psychology of creativity: A critical reading. Creativity. Theories – Research – Applications, 1(1):10-32. DOI: https://doi.org/10.15290/ctra.2014.01.01.02
Gyuris, E., & Castell, L. (2013). To tell them or show them? How to improve science students’ skills of critical reading. International Journal of Innovation in Science and Mathematics Education, 21(1):70-80. Available at: https://openjournals.library.sydney.edu.au/CAL/article/view/6713
Hoskins, S..(2010). “But if it’s in the newspaper, doesn't that mean ıt's true?” developing critical reading & analysis skills by evaluating newspaper science with create. The American Biology Teacher, 72(7):415-420. DOI: https://doi.org/10.1525/abt.2010.72.7.5
Karabay, A. (2015). Effect of critical reading education on metacognitive reading strategies and media literacy. Journal of Theory and Practice in Education, 11(4):1167-1184. Available at: https://dergipark.org.tr/en/pub/eku/issue/5467/74221
Katrancı, M.& Kuşdemir, Y. (2016). Anxiety and comprehension in reading: I can’t find the main idea. Education and Science, 41(183):251-266. https://doi.org/10.15390/EB.2016.4951
Kien, L. T., & Huan, N. B. (2017). Teacher beliefs about critical reading strategies in englısh as a foreign language classes in Mekong Delta Institutions, Vietnam. European Journal of English Language Teaching, 2(4): 39-57. DOI: https://doi.org/10.46827/ejel.v0i0.841
Koray, Ö., & Çetinkılıç, S. (2020). The use of critical reading in understanding scientific texts on academic performance and problem-solving skills. Science Education International, 31(4):400-409. DOI: https://doi.org/10.33828/sei.v31.i4.9
Krug, K. (2010). Critical literacy in the face of a mandated curriculum: Can children read beyond the text? George Washington University. ISBN: ISBN-978-1-1094-6226-5.
Literacy Gains. (2009). Connecting Practice and Research: Critical Literacy Guide. Available at: http://www.edugains.ca/resourcesLIT/CoreResources/Critical_Literacy_Guide.pdf
Liu, K. (2019). Developing critical reading skills through stylistic analysis in integrated college english classroom. Theory and Practice in Language Studies, 9(3): 341–346. DOI: https://doi.org/10.17507/tpls.0903.13
Maker, J., & Lenier, M. (1996). Academic reading with active critical thinking. Wadsworth Publishing Company. ISBN 10: 0534220207 / C 13: 9780534220204
McClune, B., & Jarman, R. (2010). Developing students’ ability to engage critically with science in the news: Identifying elements of the “Media awareness” dimension. Curriculum Journal, 21(1):47-64. DOI: https://doi.org/10.1080/09585170903558380
Norris, S. P., & Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87(2): 224–240. DOI: https://doi.org/10.1002/sce.10066
Osborne, J. (2002). Science without literacy: A ship without a sail? Cambridge Journal of Education, 32(2):203-218. DOI: https://doi.org/10.1080/03057640220147559
Ozensoy, A. (2021). The effect of critical reading skill on academic success in social studies. Eurasian Journal of Educational Research, 93:319-337. DOI: https://doi.org/10.14689/ejer.2021.93.15
Paul, R., & Elder, L. (2008). The miniature guide to critical thinking concepts and tools. Foundation for Critical Thinking Press. ISBN: 97815381344948
Postman, N., & Weingartner, C. (1971). Teaching as a subversive activity. Penguin Books. ISBN: 0140806067
Sarmaşık Kaya, G. (2018). Research regarding the effects of "Effective Thinking Training" Program on the ninth grade students' problem solving and creative thinking abilities. Master diss., İstanbul University, İstanbul.
Snow C. E. (2002). Reading for Understanding: Toward an R&D Program in Reading Comprehension. RAND Corporation, Washington. ISBN: 0-8330-3105-8
Sönmez, V., & Alacapınar, F. G. (2014). Sampled scientific research methods. Anı Publishing. ISBN: 9786051703176
Sternberg, R. J., & O’Hara, L. A. (1999). Creativity and intelligence. In R. J. Sternberg (Ed.), Handbook of creativity. Cambridge University Press. pp. 251-272.
Sutherland, A., & Incera, S. (2021). Critical reading: What do faculty think students should do? Journal of College Reading and Learning, 51(4):267-290. DOI: https://doi.org/10.1080/10790195.2021.188
Torrance, E. P., Ball, O. E., & Safter, H. T. (2008). Torrance test of creative thinking streamlined scoring guide for figural form A and B. Scholastic Testing Service. Bensenville.
Ünal, E. (2006). The relation between primary school students critical reading skills and ability of reading understanding and their attitudes towards reading. Master diss., Osmangazi University. Eskişehir.
Van Camp, D., & Van Camp, W. (2013). Using content reading assignments in a psychology course to teach critical reading skills.
Journal of the Scholarship of Teaching and Learning, 13(1):86-99. Available at: https://files.eric.ed.gov/fulltext/EJ1011690.pdf
Wellington, J., & Osborne, J. (2001). Language and literacy in science education. Open University Press. Buckingham. ISBN: 0 335 20599 2
Yu, J. (2015). Analysis of critical reading strategies and its effect on college English reading. Theory and Practice in Language Studies, 5(1):134-138. DOI: http://dx.doi.org/10.17507/tpls.0501.18
Yurdakal, I. H. (2018). The effects of creative reading practices on the primary school 4th graders' improving reading and the skills of creative thinking. Doctoral diss., Pamukkale University.
Akın, F., Koray, Ö., & Tavukçu, K. (2014). How effective is critical reading in the understanding of scientific texts? Procedia - Social and Behavioral Sciences, 174(12):2444-2451. DOI: https://doi.org/10.1016/j.sbspro.2015.01.915
Aksoy, G. (2005). The Effect of the scientific method process, which is based on creative thinking, on the learning outcomes in science instruction. Master diss., Karaelmas University, Zonguldak
Alkaya, F. (2006). The effect critical thinking skills based on the teaching of science studies on the academic achievement of students. Master diss., Mustafa Kemal University, Hatay.
Altunsöz, D. (2016). Turkish course development class 4. investigation of critical reading skills training program students. Master diss., Bartın University, Bartın.
Aşılıoğlu, B. (2008). The importance of critical reading for cognitive learning and the ways to improve it. Dicle University Ziya Gökalp Education Faculty Journal, 2008(10):1-11. Available at: https://dergipark.org.tr/tr/pub/zgefd/issue/47959/606781
Aslan, E. (2001). Torrance yaratıcı düşünce testi’nin Türkçe versiyonu. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 14(14):19-40. Available at: https://dergipark.org.tr/en/pub/maruaebd/issue/368/2523
Baki, Y. (2020). The effect of critical reading skills on the evaluation skills of the creative reading process. Eurasian Journal of Educational Research, 20(88):199-224. Available at: https://dergipark.org.tr/en/pub/ejer/issue/57483/815396
Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2014). Bilimsel araştırma yöntemleri. Pegem Academy Publishing. ISBN: 978-9944-919-28-9.
Çam, B. (2006). The relationship between visual reading level and reading understanding, critical reading and Turkish lesson academic success of elemantary school students. Master diss., Eskişehir Osmangazi University, Eskişehir.
Çetinkılıç, S. (2017). The effect of the use of critical reading practices in teaching science on academic performance and problem-solving skills. Master diss., Bülent Ecevit University, Zonguldak.
Emiroğlu, H. (2014). Effect of critical reading teaching on critical reading skill. Master diss., Düzce University, Düzce.
Flynn, L. L. (1989). Developing critical reading skills through cooperative problem solving. The Reading Teacher, 42(9):664-668. Available at: https://www.jstor.org/stable/20200271
Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6th ed.). NY: McGraw-Hill, New York.
Glăveanu, V. P. (2014). The psychology of creativity: A critical reading. Creativity. Theories – Research – Applications, 1(1):10-32. DOI: https://doi.org/10.15290/ctra.2014.01.01.02
Gyuris, E., & Castell, L. (2013). To tell them or show them? How to improve science students’ skills of critical reading. International Journal of Innovation in Science and Mathematics Education, 21(1):70-80. Available at: https://openjournals.library.sydney.edu.au/CAL/article/view/6713
Hoskins, S..(2010). “But if it’s in the newspaper, doesn't that mean ıt's true?” developing critical reading & analysis skills by evaluating newspaper science with create. The American Biology Teacher, 72(7):415-420. DOI: https://doi.org/10.1525/abt.2010.72.7.5
Karabay, A. (2015). Effect of critical reading education on metacognitive reading strategies and media literacy. Journal of Theory and Practice in Education, 11(4):1167-1184. Available at: https://dergipark.org.tr/en/pub/eku/issue/5467/74221
Katrancı, M.& Kuşdemir, Y. (2016). Anxiety and comprehension in reading: I can’t find the main idea. Education and Science, 41(183):251-266. https://doi.org/10.15390/EB.2016.4951
Kien, L. T., & Huan, N. B. (2017). Teacher beliefs about critical reading strategies in englısh as a foreign language classes in Mekong Delta Institutions, Vietnam. European Journal of English Language Teaching, 2(4): 39-57. DOI: https://doi.org/10.46827/ejel.v0i0.841
Koray, Ö., & Çetinkılıç, S. (2020). The use of critical reading in understanding scientific texts on academic performance and problem-solving skills. Science Education International, 31(4):400-409. DOI: https://doi.org/10.33828/sei.v31.i4.9
Krug, K. (2010). Critical literacy in the face of a mandated curriculum: Can children read beyond the text? George Washington University. ISBN: ISBN-978-1-1094-6226-5.
Literacy Gains. (2009). Connecting Practice and Research: Critical Literacy Guide. Available at: http://www.edugains.ca/resourcesLIT/CoreResources/Critical_Literacy_Guide.pdf
Liu, K. (2019). Developing critical reading skills through stylistic analysis in integrated college english classroom. Theory and Practice in Language Studies, 9(3): 341–346. DOI: https://doi.org/10.17507/tpls.0903.13
Maker, J., & Lenier, M. (1996). Academic reading with active critical thinking. Wadsworth Publishing Company. ISBN 10: 0534220207 / C 13: 9780534220204
McClune, B., & Jarman, R. (2010). Developing students’ ability to engage critically with science in the news: Identifying elements of the “Media awareness” dimension. Curriculum Journal, 21(1):47-64. DOI: https://doi.org/10.1080/09585170903558380
Norris, S. P., & Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87(2): 224–240. DOI: https://doi.org/10.1002/sce.10066
Osborne, J. (2002). Science without literacy: A ship without a sail? Cambridge Journal of Education, 32(2):203-218. DOI: https://doi.org/10.1080/03057640220147559
Ozensoy, A. (2021). The effect of critical reading skill on academic success in social studies. Eurasian Journal of Educational Research, 93:319-337. DOI: https://doi.org/10.14689/ejer.2021.93.15
Paul, R., & Elder, L. (2008). The miniature guide to critical thinking concepts and tools. Foundation for Critical Thinking Press. ISBN: 97815381344948
Postman, N., & Weingartner, C. (1971). Teaching as a subversive activity. Penguin Books. ISBN: 0140806067
Sarmaşık Kaya, G. (2018). Research regarding the effects of "Effective Thinking Training" Program on the ninth grade students' problem solving and creative thinking abilities. Master diss., İstanbul University, İstanbul.
Snow C. E. (2002). Reading for Understanding: Toward an R&D Program in Reading Comprehension. RAND Corporation, Washington. ISBN: 0-8330-3105-8
Sönmez, V., & Alacapınar, F. G. (2014). Sampled scientific research methods. Anı Publishing. ISBN: 9786051703176
Sternberg, R. J., & O’Hara, L. A. (1999). Creativity and intelligence. In R. J. Sternberg (Ed.), Handbook of creativity. Cambridge University Press. pp. 251-272.
Sutherland, A., & Incera, S. (2021). Critical reading: What do faculty think students should do? Journal of College Reading and Learning, 51(4):267-290. DOI: https://doi.org/10.1080/10790195.2021.188
Torrance, E. P., Ball, O. E., & Safter, H. T. (2008). Torrance test of creative thinking streamlined scoring guide for figural form A and B. Scholastic Testing Service. Bensenville.
Ünal, E. (2006). The relation between primary school students critical reading skills and ability of reading understanding and their attitudes towards reading. Master diss., Osmangazi University. Eskişehir.
Van Camp, D., & Van Camp, W. (2013). Using content reading assignments in a psychology course to teach critical reading skills.
Journal of the Scholarship of Teaching and Learning, 13(1):86-99. Available at: https://files.eric.ed.gov/fulltext/EJ1011690.pdf
Wellington, J., & Osborne, J. (2001). Language and literacy in science education. Open University Press. Buckingham. ISBN: 0 335 20599 2
Yu, J. (2015). Analysis of critical reading strategies and its effect on college English reading. Theory and Practice in Language Studies, 5(1):134-138. DOI: http://dx.doi.org/10.17507/tpls.0501.18
Yurdakal, I. H. (2018). The effects of creative reading practices on the primary school 4th graders' improving reading and the skills of creative thinking. Doctoral diss., Pamukkale University.
How to Cite
Koray, O., & Boran, D. (2023). The Effect of Using Critical Reading in 5th Grade Science on Students’ Academic Achievement, Science Performance and Creativity. Science Insights Education Frontiers, 19(1), 2981–3002. https://doi.org/10.15354/sief.23.or429
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