Abstract
It is unthinkable to discuss learning without thinking of the merited prominence of reading and writing, since these are the essential actions for the production of different forms of systematized knowledge, among which is scientific knowledge. From this perspective, the present work proposes answering the following question: to what extent can the proposed pedagogy called reciprocal teaching aid in the development of the abilities of reading and interpretation of scientific texts? The discussion of a text found in a biology textbook was organized around four moments: questioning, summarizing, predicting and clarifying. The analysis of the data shows that the collective work helped in the comprehension of the text and, especially, in the understanding of the meaning of some scientific terms and permitted a deeper and more complex analysis of the text. This would hardly occur in a polarized reading situation in which the professor would present the expected interpretation.
Highlights
When the student registers his perceptions and ideas based on a given study material, he can organize his arguments and thoughts regarding the subject
A study performed with future science teachers, Nicolli and Cassiani (2012), found that the candidates did not propose reading and writing activities to their students, because they thought that developing such actions would prove difficult or because they held that it did not form part of the objectives of a science teacher, or because they were wary of proposing something that might innovate their routines
It is unthinkable to treat learning without considering the distinction that reading and writing deserve, since they are essential actions for the production of different forms of systematized learning including scientific knowledge
Summary
When the student registers his perceptions and ideas based on a given study material, he can organize his arguments and thoughts regarding the subject. To put down our thoughts by means of composition, ordering and argumentation in a written text demands attention, understanding and the establishment of a personal position regarding an idea or reality. This requires arduous and solid cognitive activity. A very interesting argument put forward was that reading and writing were secondary processes in the teaching of scientific concepts, the objects of the curriculum They considered that learning would become concrete when the professor read and wrote transmitting the necessary meanings for the students to learn. This study aims to investigate the contribution of the stages of Reciprocal Teaching for the joint construction of the meanings of a read scientific text, in order to promote the abandonment of a passive attitude in the classroom
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