Beruflich Dokumente
Kultur Dokumente
Levy Acuña1
Philippine Normal University
levy.acuna@yahoo.com
Gerry C. Areta2
Philippine Normal University
areta.gc@pnu.edu.ph
Suggested Citation: Acuña, L., Gutierrez, M.R., & Areta, G. (2015). Content Area Reading-Based Strategic
Intervention Materials (CARB-SIMs) in Science VI. The Normal Lights, 9(2), 205 – 232.
The Normal Lights
Volume 9, No. 2 (2015)
Introduction
Scientific literacy symbolizes the highest and most admirable
purpose of science teaching. This is relative to the K to
12 curriculum guide in science where science education
aims to develop scientific literacy among students enough
to prepare them to be participative citizens, who are able
to make judgments and decisions in applying scientific
knowledge that may have social, health, or environmental
impacts. Students should have a deep understanding of the
content knowledge in Science which may help them become
scientifically-, technologically-, environmentally- literate
and productive member of the society, as the K to 12 Science
curriculum envisions.
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Literature Review
On Science Teaching
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Title Card
Guide Card
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Instruction Card
Activity Cards
Assessment Card
Enrichment Card
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Answer Card
Reference Card
Strategic Intervention
Content Area Reading
Material
Constructivism
Multiple intelligences
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Methodology
In using the descriptive-developmental method of research,
the study explained the process of developing strategic
intervention materials in Science VI with the integration of
selected reading skills.
Instrument Validators
Expert Evaluators
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Grade VI Pupils
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Phase I- Designing
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Data Analysis
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2. Describe
Causes
the changes
on the and
Aver-
Earth’s Effects of 31 Low 34 Low 36 33 Low 30 Low 32.8 Low
surface as age
an Earth-
a result of
quake
earthquakes
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WM QI WM QI WM QI WM QI
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Respiratory Circulatory
Earthquakes Planets
Criteria System System OWM QI
WM QI WM QI WM QI WM QI
2. The presentation
of the concepts
in the SIM
3.67 SA 3.7 SA 3.63 SA 3.77 SA 3.69 SA
is clear and
appropriate to
my needs.
3. I can easily
understand the
explanations 3.2 A 3.47 SA 3.13 A 3.4 SA 3.3 SA
provided by the
SIM.
4. I learn useful
information not
mentioned in the
3.73 SA 3.7 SA 3.77 SA 3.7 SA 3.73 SA
regular teaching
after using the
SIM.
5. The time
allotment is
3.17 A 3.3 SA 3.17 A 3.13 A 3.19 A
adequate for
each lesson.
6. Activities and
tasks given in
the SIM are 3.63 SA 3.53 SA 3.63 SA 3.6 SA 3.60 SA
engaging and
challenging.
7. I enjoy reading
and doing
all activities 3.73 SA 3.77 SA 3.7 SA 3.67 SA 3.72 SA
provided in the
SIM.
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8. I can easily
understand the
3.13 A 3.4 SA 3.17 SA 3.2 A 3.23 A
words used in
the SIM.
9. SIMs inspire
and encourage
me to learn 3.67 SA 3.7 SA 3.7 SA 3.73 SA 3.7 SA
more topics in
Science 6.
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Conclusions
The integration of reading skills in the development of
CARB-SIMs may facilitate the learning of science concepts
in a sense that the pupils actively engage and participate in
activities that connect to their real life experiences, a view
anchored on constructivist view of learning. Comparably,
Science as a content area matched with appropriate reading
skills may aid in understanding science concepts and process
skills to develop learners’ interest and let them become
active learners.
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Recommendations
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References
Bacolor, I.M.(2011). Development and validation/evaluation
of strategic intervention materials in selected topics
in general science I. Unpublished master’s thesis.
University of Rizal System.
Barton, M.L. & Jordan, D.L. (2001). Teaching reading
in science. Mid-continent Research for Education
and Learning. Retrieved from: http://www.ascd.org/
p g
ASCD/pdf/books/barton2001_sample_chapters.pdf
p _ p _ p p
Bretz, S. l. (2001). Journal of chemical education online
symposium. Jchemed.chem.wise.edu.
Bowers, P. (2000). Reading and writing in the science class-
room. Retrieved from http://www.eduplace.com/
p p
science/profdev/articles/bowers.html
p .
Bunagan, F. (2012). http://www.slideshare.net/felixbunagan/
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strategicinte.
g
Dahar, M (2011), Effect of the availability and the use of
instructional material on academic performance of
students in Punjab (Pakistan), Euro Journal Pub-
lishing Inc.
Dy, L. (2011) http://jhody.hubpages.com/hub/TEACH-
p j y p g
ING-PHYSICSTHROUGH-STRATEGIC-INTER-
VENTION-MATERIALS-SIM.
Flores, M.Y. (2007). Development and validation of reading
strategy lessons in science for grade four using the
ERICA (effective reading in the content area) model.
Unpublished special project: Philippine Normal Uni-
versity.
Guilot, C.D. (2000). Development of ERICA (Effective
reading in content areas)-based prototype materials.
Unpublished master’s thesis. Philippine Normal
University.
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