Effective Strategies For Teaching Science Vocabulary
Effective strategies for teaching science vocabularyPage 1 of 9LEARN NCEffective strategies for teaching sciencevocabularyIn order for students to develop scientific literacy, they need to gain a knowledge of science content andpractice scientific habits of mind. This is impossible without knowledge of science vocabulary. Thisarticle shares research-based strategies for science vocabulary instruction that are effective for allstudents, including English language learners.BY SA R AH J. C AR R IERTraditional science lessons have often begun with teachers presenting students withscience vocabulary words and asking them to write the words, find the definitions in adictionary or the glossary of the textbook, match the words to definitions, or use thewords in a sentence. In this model of instruction, words are often presented in isolationand students are tested on the words alone, without application to concepts.Many of us were “taught” this way, so we remember how little these practicescontributed to conceptual development. These traditional strategies stem from theassumption that students absorb the meanings of many science terms simply by writingthe words and their definitions. To many English-speaking students science words seemlike a new language, and to English language learners, these words are a new language.The job of science education is to teach students how to use thematic patterns ofscience to communicate meanings, “talking science” to solve problems in writing orspeaking about issues in which science is relevant.1 The goal of helping students learn tocommunicate about science is important, but we must also be aware of potentiallyharmful messages that can be unconsciously communicated to our students. As scienceeducators, we not only teach science but we may communicate a “mystique of science”attitude, promoting the idea that science is authoritative, impersonal and humorless,lacking creativity or values. This communicates a view that scientists are “experts” or“them,” rather than seeing ourselves as scientists.Scientific writing and talk often project science as a description of the way the worldworks rather than as a human social activity that tries to make sense of the world. Weinstead should help our students learn that science is all around us, influenced by humanuncertainties, judgments, values, and interests. It’s important that we emphasize thehuman side of science. These well-established ideas about the nature of science2 have alasting effect on students, so we need to be sensitive about the messages wecommunicate. Science is creative and science is tentative, which means that scientistsrecognize that we understand things based on current research. Just think how ourunderstanding of the world has changed as a result of the invention of telescopes ?style printLearn moreRE LA TED P AG E S Keys to success for Englishlanguage learners: Tips thatany teacher in any classroomcan use to help ESL studentslearn the curriculum whilelearning English. Making reading passagescomprehensible for Englishlanguage learners: Englishlanguage learners can readthe same content-areamaterial as their peers, butthey may need special help.Teachers can make difficultreading comprehensible bybuilding vocabulary,decoding difficult syntax,and teaching backgroundknowledge. Lesson Planning for EnglishLanguage Learners Using theWIDA/ELP Standards:Online course syllabus:Syllabus for "LessonPlanning for EnglishLanguage Learners Using theWIDA/ELP Standards," acourse that provides ESL and3/4/2013
Effective strategies for teaching science vocabularyMaking sense of scienceScience time in schools is often limited, and as a result teachers find it difficult to includescience vocabulary instruction to help students make sense of text.3 In addition, teachersare often eager to teach content, and consequently provide only a brief introduction ofscience terms.English language learners have the added burden of trying to learn science in alanguage they have not yet mastered.4 The increase of English language learners inschools has spawned research about elementary students and science vocabulary thatfocuses on ELL students and curriculum.5 Many teachers mistakenly believe that ELLstudents must first learn English before learning science and fail to understand culturalinfluences on learning.6Through hands-on inquiry instruction, all students can develop context-basedcontent knowledge along with language development. Lee, Buxton, Lewis, & LeRoyidentify inquiry-based science instruction as beneficial to students in the following ways:a) students participate in activities as they learn vocabulary, b) students workcollaboratively and interact with others about science content, and c) hands-on activitiesoffer students written, oral, graphic, and kinesthetic forms of expression.7 Coupled withscience activities, intentional and explicit vocabulary instruction can benefit both Englishproficient and ELL children’s vocabulary and literacy development as they learn science8content. As students combine science experiences with discussions of words’ uses andmeanings, their vocabulary and content knowledge can grow.In order for students to develop scientific literacy, they need to gain a knowledge ofscience content and practice scientific habits of mind. Knowing science vocabularyPage 2 of 9regular K-12 classroomteachers an opportunity toplan lessons using the newNC Standard Course ofStudy for Limited EnglishProficient students known asthe WIDA/ELP Standards.RE LA TED T OP IC S Learn more about Englishlanguage learners,differentiated instruction,learning styles, science,teaching methods, andvocabulary.HelpPlease read our disclaimer forlesson plans.LegalThe text of this page is copyright 2011. All Rights Reserved.Images and other media may belicensed separately; see captionsfor more information and readthe fine print.supports the development of these understandings.9 As Wellington and Osborne pointout, “science teachers are (among other things) language teachers.”10By using scientific terms and phrases during science activities, science educators canmodel scientific thinking and questioning, including the doubts and dilemmas that arepart of making sense of the world. The more opportunities we provide for students toexperience scientific endeavors, the more natural their scientific talk will develop.Teachers can maximize these opportunities by beginning with very young students.Strategies for teaching science vocabularyThe suggestions in this article are designed to enhance science vocabulary developmentfor English proficient students, students who depend on school to learn academic English,and English language learners. By using these strategies, teachers can begin to help allstudents engage in the language of science.T IM E T O T A L KIt is important to promote students’ dialogue as they have instructional conversations. Weneed to provide students with opportunities to use their colloquial language and translateback and forth with scientific and technical terms. We can use this strategy, calledhttp://www.learnnc.org/lp/pages/7079?style print3/4/2013
Effective strategies for teaching science vocabularyPage 3 of 9interlanguage, to discuss the different explanations of the students’ experiences in theclassroom. For example: Student: “We put this smooth powder in the bag along with the crunchy powderand the bag blew up and got hot.” Teacher: “We mixed baking soda and calcium chloride with water resulting in agas, and heat was released.” Scientist: “The combination of baking soda and calcium chloride is an exothermicreaction with the products of sodium choloride, calcium carbonate, and carbondioxide.”G IV IN G I NS T RUC T I O NSWe can support students’ information processing by supplementing auditory informationwith visual clues. When we can provide students with multi-sensory experiencesobserving and communicating, it helps all students, especially emerging readers andEnglish language learners. Instructions should be given using a variety of visual or auralsupport materials: drawings, diagrams, and pictures to support the spoken wordwritten instructions on word cards or SmartBoard along with verbal instructionsset-up examples to supplement written lab instructionsaudiotaped instructions alongside written directionspictures with words in stages of lab procedures that students can sequenceRE AD IN G S C IE NC E T EX T CA RD SText cards help students interact with words and their meanings. Teachers can createscience text cards by writing statements about science concepts on index cards. Workingindividually or in small groups, students discuss the statements before sorting. A numberof different formats can be used: True/false cards. These cards include statements drawn from the text. Studentssort the cards into true and false piles. For example, when teaching a unit onplants, use statements such as: “Plants use light from the sun in the process ofphotosynthesis” (true), and “Plants must depend on animals for food” (false). Agree/disagree cards. This format works well for more value-laden orcontroversial topics. One statement (including appropriate vocabulary) is writtenon each card. Students sort the cards into three categories: “agree,” “disagree,” or“not sure.” Matching pairs. Students are given a stack of cards and asked to match a termwith its associated function, symbol, scientific name, etc. For example, a stackmight include cards with the names of body parts and other cards that name thebody parts’ functions. Students match each part to its appropriate function. Othertopics for matching pairs could include: parts of a device and its function (e.g. simple machines) types of teeth and their functions for classification of animals common name and scientific name material and its common use technical term, meaning, imagehttp://www.learnnc.org/lp/pages/7079?style print3/4/2013
Effective strategies for teaching science vocabularyPage 4 of 9 chemical name and symbol Sequencing. For cyclical concepts like the water cycle or the seasons, create onecard for each stage in the cycle. Have students arrange the cards in a circularformation to represent the stages of the cycle. Examples include: egg, larva, pupa, adult spring, summer, fall, winter evaporation, condensation, precipitation, accumulation Classification. Make a set of index cards naming vertebrates, for example, andanother set with characteristics of each group — one characteristic per card:VertebrateCharacteristicsBirdsfeathers, beaks, lay eggsReptilesscales, cold-blooded, leathery eggsAmphibians cold-blooded, life cycles on water/landMammalsfur, warm-blooded, mothers provide milk for offspringFishgills, cold-bloodedThese cards can be used in two different ways: 1) Pass out one card to eachstudent, and have them find the other students who belong in their group. 2) Mixup the cards and have students work in small groups to sort the characteristics intothe appropriate groups. Additional examples for this strategy include: simple machines and examples of each insect orders and characteristics of each ecosystems with plants and animals that live in eachWO RD L I S T S /W O R D BA NKSMany teachers use word walls to provide visual clues to words introduced in class. It’salso important for teachers and students to use the words as much as possible. Studentscan look at the written words as teachers use them during class discussions, and teachersshould encourage students to use the language of science in their verbal and writtencommunication. Work with students to group words by their features: Procedure words: compare, describe, investigate, test, recognize, alter,minimum, similar, same, size, support Opposites: strong/weak, long/short, fast/slow, soft/hard, cool/heat, cold/hot Movement words: slide, travel, roll, slow down, speed up, accelerate, sink, floatWO RD G A ME STraditional games can be adapted to help students experience the language of science.For advanced students, making their own games using science vocabulary promotes indepth understanding of words and their meanings. HangmanOdd One pages/7079?style print3/4/2013
Effective strategies for teaching science vocabulary Page 5 of 9Trivial PursuitPictionaryDingbatsTwenty questions, Who am I?Breaking words down into smaller words. For example: invertebrate — in, brat, tea, tear, rate, vertebrae photosynthesis — sit, sin, thesis, photos temperature — rate, temper, rut, tear, ate WO RD P AR T STeachers can reinforce the structure of words as students identify and interpret prefix,suffix, base word and their meanings: photosynthesis — photo (light), synth (make), isis (process) metamorphosis — meta (large), morph (change), osis (process)MU L T I PL E M E AN ING W O R DSWords with multiple meanings can be confusing for students proficient in English and areespecially troublesome for English language learners. It is important to discuss thesemeanings with students. When we confuse common definitions with meanings used inscience, students’ understanding suffers. For example, in common use, “theory” means ahunch, while in science, a “theory” is a well-established explanation of the natural worldbased on solid empirical evidence. “Reflections” are commonly thought of as thoughts ormusings, which contrast with “reflections” of light rays. Many other words appear in bothscientific vocabulary and in everyday speech, including: lumebalancereceivercommunicateWork with students to identify the different meanings and applications of words withmultiple meanings.G RA PH IC O R G A NI Z E RSWhen students interact with science words in multiple ways, they are able to approachwords and their meanings more fully. Graphic organizers can help to present words witha range of contextual tyle print3/4/2013
Effective strategies for teaching science vocabularyPage 6 of 9This graphic organizer provides a template for presenting a vocabulary word withcontextual information.ADD IT IO N AL S T RA T E G I ESThe following strategies regarding vocabulary instruction were designed for Englishlanguage learners, but are helpful to all students. Use lots of pictures and labels. The use of visual reinforcement supportscomprehension and retention. Teach definitional information When you read definitions with students, be surethey understand how to read pronunciation keys, parts of speech, etc. Use repetition. Repeating words as much as possible helps clarify pronunciationand provides opportunities to transfer words from working memory to long-termmemory. Present words in multiple contexts. Expose students to vocabulary words often,and in various contexts. This gives students a model for how words are usedappropriately. Use direct instruction of word learning strategies, including structural analysis.In structural analysis, students examine the component parts of a word — e.g. theroot word, suffix, and prefix — to determine the word’s meaning. Teachingstudents this strategy can empower them to decode unfamiliar words. Conduct collaborative group work. Build on students’ prior knowledge. An important part of this is identifyingstudents’ misconceptions and addressing them. Engage students in instructional conversations. In instructional conversations,students have discussions with other students and the teacher on topics that arerelevant and have meaning to them. The goal of this student-centered technique isnot to get correct answers to test questions, but instead to explore ideas. (For moreon instructional conversations, see “Defining Instructional Conversations” byProfessor Julia Scherba de Valenzuela of the University of Mexico.) Integrate technology into your instruction. It is helpful to engage students —particularly ELLs — with a variety of visual and aural alternatives. The use oftechnology can help to reinforce word meanings and provide students with multisensory tyle print3/4/2013
Effective strategies for teaching science vocabularyPage 7 of 9 Encourage “science talk” brainstorming. Provide students with opportunities tobrainstorm ideas about science and encourage them to wonder and talk about thenatural world. For example, teachers can help students learn about the process ofscience classification. Provide students with sets of objects with varying featureslike buttons or dried beans and ask students to work in small groups and discussproperties for grouping the objects. When groups share their categories with eachother, students have an opportunity to experience “science talk.” Limit traditional vocabulary instruction. Traditional science vocabularyinstruction, in which words are taught in isolation, is not conducive to conceptualdevelopment. Pair students with peers during reading. Use active voice when introducing or discussing concepts. ELL studentsunderstand active voice better than passive voice. “Animals use oxygen,” forexample, rather than “Oxygen is used by animals.”T O W AR D A SH AR E D V O CA BU L AR YWhile there are many more strategies for helping students learn and use sciencevocabulary, this initial list provides a starting point for combining science content andvocabulary instruction — and a way to avoid falling back on traditional vocabularyinstruction practices.It takes concentrated effort to fit even more time for science instruction into a schoolday. Modeling the use of vocabulary words throughout instruction not only reinforcesstudents’ comprehension, but it also maximizes teachers’ instructional time. I try to audiorecord myself on regular basis as a self-check of my vocabulary use during instruction. Inaddition, gestures, dialects, intonations, semiotics, and norms specific to children’scultural experiences, especially English language learners, can positively affect studentlearning.11Additional research-supported strategies help build depth of vocabulary knowledgeand foster word consciousness.12 Asking students to predict the meanings of words andcompare their predictions with other students and the teacher can strengthen learning.Interdisciplinary approaches that blend literacy lessons with science can also supportscience literacy.Additionally, teachers should expose students to various forms of reading andlistening to text as we provide opportunities for students to use words in speaking andwriting.13 Vocabulary instruction is effective when it includes visual, verbal, and physicalsupport; therefore, physical scaffolding is critical in content-area teaching. Teachers’ usesof nonverbal gestures or graphic representations convey understandings of scienceconcepts and are beneficial for all students, including culturally and linguistically diversestudents.14It is important for young students to recognize the value of science vocabulary usedin discourse. Sutton described the path of initial communication among scientists inhistory such as Faraday or Darwin that began with very personal statements such as, “Iam starting to think about ” or “I seem to wonder ” in letters to colleagues. Suttonlaments the skewed view of science when it is presented to children as cold and staticfacts rather than a dynamic discussion of wonder.15 According to Wellington andOsborne, “Learning to use the language of science is fundamental to learning style print3/4/2013
Effective strategies for teaching science vocabularyPage 8 of 9When teachers and students share science vocabulary, we learn to communicate whiledoing science.Notes1. Lemke, J.L., Talking science: Language, learning, and values, (Norwood, NJ: Ablex Publishing, 1990). [return]2. Abd-El-Khalick, F. & Lederman, N.G., "Improving science tea
science vocabulary words and asking them to write the words, find the definitions in a dictionary or the glossary of the textbook, match the words to definitions, or use the words in a sentence. In this model of instruction, words are often presented in isolation and students are tested on the words alone, without application to concepts.
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