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The Use of Anticipation Guides in Reading Activities to Support College Students in Developing Scientific Written Arguments.

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Title: The Use of Anticipation Guides in Reading Activities to Support College Students in Developing Scientific Written Arguments.
Authors: Gumilar, Surya1 (AUTHOR) surya.gumilarr@gmail.com, Hadianto, Daris2 (AUTHOR), Widodo, Ari3 (AUTHOR), Hamdani, Nizar Alam4 (AUTHOR), Tetep5 (AUTHOR)
Source: Science & Education. Jun2025, Vol. 34 Issue 3, p1249-1272. 24p.
Subject Terms: *Psychology of students, *Reading level of students, *Physics teachers, *Physics education, Thematic analysis
Abstract: This study focused on the use of anticipation guides (AG) as a reading strategy to support science reading and explored the level of students' scientific written arguments as a result. An AG consists of four components that address the topic of the reading activity: statements about the content, what I think, what the texts say, and evidence in the text. These components create a bridge to explore and assess students' scientific written arguments at the end of the course. We employed a case study with an embedded quasi-experimental design to analyse the impact of using an AG, along with a thematic analysis to report students' perceptions. The present study involved 40 college students (prospective physics teachers) in the Department of Physics Education, taking a course in the Fundamentals of Physics. The findings show that the use of an AG significantly affected students' scientific written arguments, specifically in proposing a claim-reasoning-evidence (CRE) structure. The student participants found that using an AG in reading activities was challenging but interesting because they had to find evidence in the texts to support their initial statements regarding what they thought. We also discuss the implications of this study. [ABSTRACT FROM AUTHOR]
Copyright of Science & Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: The Use of Anticipation Guides in Reading Activities to Support College Students in Developing Scientific Written Arguments.
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  Data: This study focused on the use of anticipation guides (AG) as a reading strategy to support science reading and explored the level of students' scientific written arguments as a result. An AG consists of four components that address the topic of the reading activity: statements about the content, what I think, what the texts say, and evidence in the text. These components create a bridge to explore and assess students' scientific written arguments at the end of the course. We employed a case study with an embedded quasi-experimental design to analyse the impact of using an AG, along with a thematic analysis to report students' perceptions. The present study involved 40 college students (prospective physics teachers) in the Department of Physics Education, taking a course in the Fundamentals of Physics. The findings show that the use of an AG significantly affected students' scientific written arguments, specifically in proposing a claim-reasoning-evidence (CRE) structure. The student participants found that using an AG in reading activities was challenging but interesting because they had to find evidence in the texts to support their initial statements regarding what they thought. We also discuss the implications of this study. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Science & Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Jun2025
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