Scientific writing skills activity: A strategy for empowering botanical literacy
DOI:
https://doi.org/10.21009/biosferjpb.28282Keywords:
Botanical Literation, Plant Structure and, Development Course, Science Writing SkillsAbstract
Botanical literacy makes students more familiar with the potential of botany in their area, especially plants that are beneficial to their lives. Science Writing Task has been proven to be able to increase students' scientific literacy. However, there has been no study discussing the effect of Science Writing Skills on botanical literacy. This study aimed to determine the effect of the Science Writing Task in improving students' botanical literacy. This research uses a mix-methods design strategy with an embedded model. The research using a cluster random sampling technique. The research subjects were 84 students of the Department of Biology in the 2018/2019 academic year. The research conducted at the Plant Structure and Development course. Quantitative data analysis used the ANCOVA test. Qualitative data analysis used data reduction. The results showed differences in the botanical literacy scores of students who were taught learning without the Science Writing Task and learning with the Science Writing Task, where learning with the Science Writing Task had higher botanical literacy. Based on qualitative data, students' understanding of botanical literacy is getting better, this can be seen from students' answers during learning. This study concludes that the Science Writing Task affects improving student botanical literacy.
References
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Balgopal, M., & Wallace, A. (2013). Writing-to-Learn, Writing-to-Communicate, & Scientific Literacy. The American Biology Teacher, 75(3), 170–175. https://doi.org/10.1525/abt.2013.75.3.5
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. ASCD.
Chen, C. H., & Yang, Y. C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. In Educational Research Review (Vol. 26). Elsevier Ltd. https://doi.org/10.1016/j.edurev.2018.11.001
Cifrian, E., Andrés, A., Galán, B., & Viguri, J. R. (2020). Integration of different assessment approaches: application to a project-based learning engineering course. Education for Chemical Engineers, 31, 62–75. https://doi.org/10.1016/j.ece.2020.04.006
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.). Routledge.
Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4th ed.). Pearson.
Dignath, C., & Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3(3), 231–264. https://doi.org/10.1007/s11409-008-9029-x
Dong, Y., Dong, W. Y., Wu, S. X. Y., & Tang, Y. (2020). The effects of home literacy environment on children’s reading comprehension development: A meta-analysis. Educational Sciences: Theory and Practice, 20(2), 63–82. https://doi.org/10.12738/jestp.2020.2.005
Drea, S. (2011). The End of the Botany Degree in the UK. Bioscience Education, 17(1), 1–7. https://doi.org/10.3108/beej.17.2
Dresel, M., & Haugwitz, M. (2008). A computer-based approach to fostering motivation and self-regulated learning. Journal of Experimental Education, 77(1), 3–20. https://doi.org/10.3200/JEXE.77.1.3-20
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266
Hand, B., Hohenshell, L., & Prain, V. (2007). Examining the effect of multiple writing tasks on year 10 biology students’ understandings of cell and molecular biology concepts. Instructional Science, 35(4), 343–373. https://doi.org/10.1007/s11251-006-9012-3
Hansen, G., & Ringdal, R. (2018). Formative assessment as a future step in maintaining the mastery-approach and performance-avoidance goal stability. Studies in Educational Evaluation, 56(November 2017), 59–70. https://doi.org/10.1016/j.stueduc.2017.11.005
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Hellgren, J. M. (2019). Authentic science in the classroom-students’ perceptions of their experiences. Nordic Studies in Science Education, 15(3), 299–312. https://doi.org/10.5617/nordina.5571
Hemingway, C., Dahl, W., Haufler, C., & Stuessy, C. (2011). Building botanical literacy. Science, 331(6024), 1535–1536. https://doi.org/10.1126/science.1196979
Herranen, J., Tolppanen, S., Vesterinen, V. M., & Aksela, M. (2020). Challenges and tensions in collaborative planning of a student-led course on sustainability education. Nordic Studies in Science Education, 16(1), 18–36. https://doi.org/10.5617/NORDINA.6583
Jose, S. B., Wu, C., & Kamoun, S. (2019). Overcoming plant blindness in science, education, and society. Plants, People, Planet, 1(3), 169–172. https://doi.org/10.1002/ppp3.51
Justice, L. M., Dynia, J. M., Hijlkema, M. J., & Chan, A. S. (2020). Designing and implementing a bilingual early-literacy program in indigenous Mexico villages: Family, child, and classroom outcomes. Educational Sciences: Theory and Practice, 20(2), 1–15. https://doi.org/10.12738/jestp.2020.2.001
Kasalak, G., & Dağyar, M. (2020). The relationship between teacher self-efficacy and teacher job satisfaction: A meta-analysis of the teaching and learning international survey (talis). Educational Sciences: Theory and Practice, 20(3), 16–33. https://doi.org/10.12738/jestp.2020.3.002
Keys, C. W., Hand, B., Prain, V., & Collins, S. (1999). Using the science writing heuristic as a tool for learning from laboratory investigations in secondary science. Journal of Research in Science Teaching, 36(10), 1065–1084. https://doi.org/10.1002/(SICI)1098-2736(199912)36:10<1065::AID-TEA2>3.0.CO;2-I
Klein, P. D. (1999). Learning science through writing: The role of rhetorical structures. Alberta Journal of Educational Research, 45(2), 132–153. https://doi.org/10.11575/ajer.v45i2.54664
Klimova, B. F. (2014). Detecting the development of language skills in current English language teaching in the Czech Republic. Procedia - Social and Behavioral Sciences, 158, 85–92. https://doi.org/10.1016/j.sbspro.2014.12.037
Koh, J. H. L., Herring, S. C., & Hew, K. F. (2010). Project-based learning and student knowledge construction during asynchronous online discussion. Internet and Higher Education, 13(4), 284–291. https://doi.org/10.1016/j.iheduc.2010.09.003
Krajcik, J. S., & Sutherland, L. M. (2010). Supporting Students in Developing Literacy in Science. Science, 328(5977), 456–459. https://doi.org/10.1126/science.1182593
Kramer, Ij. M., & Kusurkar, R. A. (2017). Science-writing in the blogosphere as a tool to promote autonomous motivation in education. Internet and Higher Education, 35(May), 48–62. https://doi.org/10.1016/j.iheduc.2017.08.001
Kusurkar, R. A., & Croiset, G. (2015). Autonomy support for autonomous motivation in medical education. In Medical Education Online (Vol. 20, Issue 1). https://doi.org/10.3402/meo.v20.27951
Larkin, T. L. (2015). A Rubric to Enrich Student Writing and Understanding. International Journal of Engineering Pedagogy, 5(2), 12–19. https://doi.org/10.3991/ijep.v5i2.4587
Lucas, N., & Goodman, F. (2015). Well-being, leadership, and positive organizational scholarship: A case study of project-based learning in higher education. The Journal of Leadership Education, 14(4), 138–152. https://doi.org/10.12806/v14/i4/t2
Movahedzadeh, F., Patwell, R., Rieker, J. E., & Gonzalez, T. (2012). Project-Based Learning to Promote Effective Learning in Biotechnology Courses. Education Research International, 2012, 1–8. https://doi.org/10.1155/2012/536024
Norris, S. P., & Phillips, L. M. (2003). How Literacy in Its Fundamental Sense Is Central to Scientific Literacy. In Scientific Literacy in Its Fundamental Sense (pp. 224–240). https://doi.org/10.1002/sce.10066
O’Flaherty, J., & Costabile, M. (2020). Using a science simulation-based learning tool to develop students’ active learning, self-confidence and critical thinking in academic writing. Nurse Education in Practice, 47, 102839. https://doi.org/10.1016/j.nepr.2020.102839
Pettit, L., Pye, M., Wang, X., & Quinnell, R. (2014a). Designing a bespoke app to address botanical literacy in the undergraduate science curriculum and beyond. Rhetoric and Reality: Critical Perspectives on Educational Technology, 614-619. https://ascilite.org/conferences/dunedin2014/files/concisepapers/214-Pettit.pdf
Pettit, L., Pye, M., Wang, X., & Quinnell, R. (2014b). Supporting botanical literacy in the undergraduate science curriculum and beyond with a 71 bespoke campus app. In Proceedings of The Australian Conference on Science and Mathematics Education.
Poole, R., Gnann, A., & Hahn-Powell, G. (2021). Corrigendum: “Epistemic stance and the construction of knowledge in science writing: A diachronic corpus study.” Journal of English for Academic Purposes, 50, 100959. https://doi.org/10.1016/j.jeap.2021.100959
Ritchie, S. M., Tomas, L., & Tones, M. (2011). Writing stories to enhance scientific literacy. International Journal of Science Education, 33(5), 685–707. https://doi.org/10.1080/09500691003728039
Rodríguez, J., Laverón-Simavilla, A., Del Cura, J. M., Ezquerro, J. M., Lapuerta, V., & Cordero-Gracia, M. (2015). Project Based Learning experiences in the space engineering education at Technical University of Madrid. Advances in Space Research, 56(7), 1319–1330. https://doi.org/10.1016/j.asr.2015.07.003
Sasson, I., Yehuda, I., & Malkinson, N. (2018). Fostering the skills of critical thinking and question-posing in a project-based learning environment. Thinking Skills and Creativity, 29, 203–212. https://doi.org/10.1016/j.tsc.2018.08.001
Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B. P. (2020). Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. International Journal of Educational Research, 103(May), 101602. https://doi.org/10.1016/j.ijer.2020.101602
Strgar, J. (2007). Increasing the interest of students in plants. Journal of Biological Education, 42(1), 19–23. https://doi.org/10.1080/00219266.2007.9656102
Sullivan, P. D. (2020). An Examination of the Use of Computer-Based Formative Assessments [Elsevier Ltd]. In Computers & Education (Vol. 173, Issue July). https://doi.org/10.1016/j.compedu.2021.104274
Suryandari, K. C., Sajidan, Rahardjo, S. B., Prasetyo, Z. K., & Fatimah, S. (2018). Project-Based Science Learning and Pre-Service Teachers’ Science Literacy Skill and Creative Thinking. Cakrawala Pendidikan, Oktober(3), 345–355. http://dx.doi.org/10.21831/cp.v38i3.17229
Tesi Muskania, R., & Wilujeng, I. (2017). Pengembangan Perangkat Pembelajaran Project-Based Learning untuk Membekali Foundational Knowledge dan Meningkatkan Scientific Literacy. Jurnal Cakrawala Pendidikan, 36(1), 34–43. https://doi.org/10.21831/cp.v36i1.8830
Tonissen, K. F., Lee, S. E., Woods, K. J., & Osborne, S. A. (2014). Development of Scientific Writing Skills Through Activities Embedded into Biochemistry and Molecular Biology Laboratory Courses. International Journal of Innovation in Science and Mathematics Education, 22(1), 1–14. https://openjournals.library.sydney.edu.au/CAL/article/view/7564
Trautmann, N. M. (2009). Interactive learning through web-mediated peer review of student science reports. Educational Technology Research and Development, 57(5), 685–704. https://doi.org/10.1007/s11423-007-9077-y
Turbek, S. P., Chock, T. M., Donahue, K., Havrilla, C. A., Oliverio, A. M., Polutchko, S. K., Shoemaker, L. G., & Vimercati, L. (2016). Scientific Writing Made Easy: A Step- by- Step Guide to Undergraduate Writing in the Biological Sciences. The Bulletin of the Ecological Society of America, October, 417–426. https://doi.org/10.1002/bes2.1258
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2023-08-27
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Sari, M. S., Sudrajat, A. K., & Hassan, Z. bin. (2023). Scientific writing skills activity: A strategy for empowering botanical literacy. Biosfer: Jurnal Pendidikan Biologi, 16(2), 312–322. https://doi.org/10.21009/biosferjpb.28282
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The Authors submitting a manuscript do so on the understanding that if accepted for publication, copyright of the article shall be assigned to Biosfer: Jurnal Pendidikan Biologi (Biosferjpb) and Departement of Biology Education, Universitas Negeri Jakarta as publisher of the journal.
