Identifying Students’ Scientific Communication Skills on Vertebrata Organs

Abstract The purpose of this study is to identify students’ science communication skills of vertebrate organs. Using the EICIR (Experiencing, Interaction, Communication, Internalization and Reflection) approach. This study uses descriptive qualitative research method and the learning activities are designed based on a learning approach called in Indonesia as MIKIR. This approach consists of five learning stages: experience, interaction, communication, internalization and reflection. One hundred and twenty student teachers from Elementary Teacher Education study program, FKIP, University of Riau, participate in this study. The findings indicate that students’ written science communication skill is lower than their verbal science communication skills. In addition, the MIKIR approach could trigger and develop students’ science communication skills.