Encouraging reading through science

Zenaida D. Calma

The results of the PISA have definitely shaken the education department. While educators have acknowledged the low achievement of our students, seeing the country at the bottom of the list still brings frustration and disappointment. However, now that the cat is out of the bag, what should teachers do?

Science teachers have always seen reading comprehension as a powerful deterrent to learning science. Science, being an embodiment of information that requires analysis, is highly dependent in the ability of students to read. With the advent of technology and constant updating of available materials through the internet, information is more accessible than ten years ago. Unfortunately, when students are asked to read and submit an assignment, most students would simply browse and print articles without even reading them. Some are only contented to reading the title, thus missing out the significant experience of learning new concepts. While science continue to progress, obsoleting many of the known “facts”, students are imprisoned by their own ignorance, depending on the spoon-fed information provided by their teachers.

Science teachers can employ various strategies to teach science. However, reading remains to be an essential requirement. Through reading, students can acquire data that they can use to support their inferences and conclusions. When students do not read enough, they tend to stretch what they call “stock knowledge” to fit their inferences. This is the start of affective ignorance that could have harmful repercussions in the long run.

So, how would science teachers instill the love for reading from among students? Probably, the most classic response would have to be about the interest of the students. This is not a difficult task for science teachers as there are a wide spectrum of topics that they can talk about and there would definitely be at least one of those that would interest students. Science teachers may encourage students to share an article that they have read to the class. Allowing the students to choose what they want to read gives them the feeling of space to learn what they are interested to learn. When integrating reading activities in the class, start with short articles with less technical terms. Feature articles from magazines can be appropriate for this. Gradually, increase the difficulty of the reading materials. If possible, include some science magazines and journals in the school’s reading corner. Teachers can make attractive signages about these materials. Allot time within the week for students to read.

With the results of PISA, teachers understand that they will be taking a long and winding road to address the challenges. There is no short-term solution to this kind of problem. By developing the love for reading in our classrooms, teachers may be taking a significant step towards empowering our students to learn more complex concepts.

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The author is Teacher III at Angeles City Science High School