Annotating to Support Learning in the Content Areas: Teaching and Learning Science

Abstract

Today's teachers must prepare students for the global marketplace. To be effective in the 21st century, teachers must prepare students to compete in an environment in which students must be able to read expertly, think critically, and communicate effectively through writing and speaking. This article describes why classroom teachers might use a strategic literacy approach called annotation to help students become more expert readers of content‐area materials. Annotation helps students visualize as they read, which in turn makes it easier for students to understand the content and become involved and engaged with the text and content discussions. The act of annotating makes it difficult for readers to just skim through text without focusing on the important aspects and content within the text. Annotation encourages students to become autonomous learners. The article offers examples for the application of annotation to content‐area texts, especially in science. يجب على أساتذة اليوم أن يحضّروا الطلاّب للسوق العالمية وليكون فعالاً في القرن الحادي والعشرين لا بد للأساتذة من تحضير الطلاّب للمنافسة في بيئة يلزم الطلاّب فيها أن يكون في قدرتهم أن يقرؤوا على مستوى الخبير ويفكّروا نقدياً ويتواصلوا بشكل فعال في الكتابة والمحادثة. لذا تصف هذه المقالة السبب قد تستخدم أساتذة الصف منهاج معرفة القراءة والكتابة الأستراتيجي يسمى حاشية تفسيرية لتساعد الطلاّب في الاقتراب إلى مستوى الخبير في قراءة مواد مجال المحتوى. وعليه فإن الحاشية التفسيرية تساعد في القيام بالتصوير الذهني أثناء القراءة وبالتالي تسهّل على الطلاّب فهم المحتوى وينهمكون وينشغلون في مناقشات النص ومحتواه. إن عملية الحاشية التفسيرية تستعصى على الطلاّب القيام بقراءة النص بالتصفّح بدون التركيز على عناصر النص المهمة والمحتوى. وتشجع الحاشية التفسيرية الطلاّب على أن يصبحوا دارسين مستقلين وتوفر المقالة أمثلة لتطبيق الحاشية التفسيرية على نصوص مجال المحتوى خصوصاً في مادة العلم. 现今的教师必须为学生将来要参与全球化市场竞争而作好准备。要在二十一世纪的竞争环境中发挥效能，学生必须具备卓越的阅读能力、批判式思维能力，和良好的书写和口语沟通能力。为作好准备，教师必须培养学生在这些方面的竞争能力。本文阐述教室教师为何可以利用一个名为“注释”的策略性读写能力教学法，帮助学生发展成为卓越的学科教材阅读者。“注释”这个教学方法，有助学生一面阅读，一面想象所阅读的内容，使之形象化，从而使学生易于理解和专心投入所阅读的内容，以及易于专心参与学科内容的讨论。对那些只是略读文本而不去注意其中的要点及内容的阅读者来说，进行注释时是有一定程度的困难的。“注释”这个教学方法，鼓励学生发展成为有自主能力的学习者。本文提出例子，说明“注释”这个教学方法在阅读学科篇章的应用，特别是在阅读科学科篇章上的应用。 Les enseignants d'aujourd'hui doivent préparer les élèves à la mondialisation du marché. Pour être efficaces au 21ème siècle, les professeurs doivent préparer les élèves à être compétitifs dans un environnement où les élèves doivent pouvoir lire de façon experte, penser de façon critique, et communiquer efficacement à l'écrit et à l'oral. Cet article décrit pourquoi les enseignants doivent utiliser en classe une approche de lecture‐écriture stratégique que l'on appelle l'annotation pour aider les élèves à devenir de meilleurs lecteurs dans les matières enseignées. L'annotation aide les élèves à visualiser en cours de lecture, ce qui leur permet par conséquent de comprendre plus facilement le contenu, de s'investir et de s'impliquer dans le texte et dans les débats à son sujet. Le fait d'annoter rend difficile aux élèves de se contenter d'effleurer le texte s...

Instructional Materials as Correlates of Students’ Academic Performance in Biology in Senior Secondary Schools in Osun State

“…They help the teacher to convey the intended message effectively and meaningfully to the learners so that the learners receive, understand, retain and apply the experience gained to reach overall educational goals. Some authors have written to classify the types of instructional materials that may be used in teaching and learning (Ezegbe,[4], Adjai, [5] Ukeje, [6]). …”

Exploring Annotated Drawing For Improving Nigerian Secondary School Students Achievement in Genetics

“…In Addition, Keogh and Naylor (1996) claimed that annotated drawings present ideas in visually accessible and appealing format, capable of eliciting students' ideas and provide suitable challenges which might lead to the ideas being developed further. According to Zywica and Gomez (2008), annotation is a strategy that students can, do adopt and use in subjects such as Mathematics, Social Studies, Literature and Science. Furthermore, Zywica and Gomez (2008), perceive annotation as one of several cognitive strategies that are used to help students observe structure, analyse ideas, drive meaning and communicate.…”

“…According to Zywica and Gomez (2008), annotation is a strategy that students can, do adopt and use in subjects such as Mathematics, Social Studies, Literature and Science. Furthermore, Zywica and Gomez (2008), perceive annotation as one of several cognitive strategies that are used to help students observe structure, analyse ideas, drive meaning and communicate. For instance, Zywica and Gomez (2008) conducted a study to measure the effectiveness of annotative drawing and literacy approach annotation involving students.…”

“…Furthermore, Zywica and Gomez (2008), perceive annotation as one of several cognitive strategies that are used to help students observe structure, analyse ideas, drive meaning and communicate. For instance, Zywica and Gomez (2008) conducted a study to measure the effectiveness of annotative drawing and literacy approach annotation involving students. The findings revealed that identification of main ideas, science vocabulary, and transition words correlated with measures of science achievement.…”

“…Involving students in real science 3 activities has essential influence on student attainment in science (Ball, 2010;Wolf, 2002). Interaction with annotated drawing enables learners to highlight important main ideas, supporting evidence, key content vocabulary words, definitions, and transitions within the text (Zywica & Gomez, 2008). Annotation assists students see structure, analyse ideas, derive meaning, and communicate understanding (Conley, 2008;Pressley, 2006).…”