Vocabulary Building Techniques in Science

Teaching Strategies for Making Connections With Science Concepts

Aug 26, 2009

A multidimensional approach to supporting students' learning related to science vocabulary is shown using graphic organizers, differentiated instruction, and more.

Vocabulary building in science is a difficult task for students and requires a variety of teaching strategies by teachers. A typical science textbook introduces 10 to 30 new vocabulary words every chapter. Students are faced with making sense of these new science words and connecting them to concepts in a relatively short period of time. Students are also required to connect these new words with information gained from prior knowledge and experiences in science.

Science vocabulary building requires more than rote memorization as one teaching strategy, which only leads to short term knowledge gain. Since long term knowledge gain of vocabulary is the goal, students must be exposed to all new science words at least six times in different contexts ("Learning Vocabulary Through Reading," American Educational Research Journal, Volume 21 Issue 4, 1984).

Graphic Organizers

The following are types of graphic organizers used as teaching strategies to help students learn science words in different contexts for vocabulary building.

Concept Definition Map – using an essential science vocabulary word placed in the center of the graphic that supports a science concept. One example is thermal energy. The descriptive words associated with this vocabulary word are written in boxes surrounding the concept word. For example – heat, energy transformation, etc. This concept definition map technique helps students develop a definition of the vocabulary word and make connections with prior knowledge and experiences.

Vocabulary Concept Cards – in this vocabulary building technique students select a science word from the vocabulary list and write the word on one side of an index card. Then divide the other side of the index card into for quadrants. The left-hand side quadrants are:

Other Graphic Organizers – examples of these vocabulary builders include KWLs, Venn Diagrams, Concept Maps, Mind Maps, or Word Maps.

Teaching Strategies

Additional teaching strategies which support students when learning science vocabulary words include a science nature journal, writing in science, and science newsletter project. These three alternatives involve students writing stories that incorporate science words in a manner that helps them develop a better understanding of the science concepts behind the words.

Differentiated Instruction

Every science classroom has students with a wide range of abilities. This is the challenge all teachers face and the following are teaching strategies to address these concerns.

Differentiate Vocabulary Lists – this vocabulary building technique addresses the needs of all students including gifted and talented or advanced students, struggling students, students with learning disabilities, and all other students. This is accomplished by dividing the vocabulary list into three sections. These sections are:

Individualized Vocabulary Lists – this vocabulary building technique allows students to create their own list. The list must include essential science words deemed necessary by the teacher and then students select additional vocabulary words from a list of enrichment words. This technique provides students with extra credit for learning enrichment words. This works well in a class with several gifted or advanced students who want the challenge.

Alternative Assessments – differentiated or individualized vocabulary requires alternative assessments. Teachers allow students to draw pictures, write descriptions, or explain definitions based on the ability level of the student. A simple rubric is then used to determine mastery level of each of the science words.

Making Connections with Vocabulary Building in Science

Traditional science vocabulary building involves rote memorization and recall of vocabulary, which only leads to short term gains. However, building vocabulary knowledge requires a multi-dimensional approach. Science is subject best learned through hands-on, minds-on experiences and this lends itself to teaching strategies that use a variety of learning strategies. Because of the way science is typically taught, students have the opportunity to view and learn science vocabulary in many contexts.

The copyright of the article Vocabulary Building Techniques in Science in Curricula/Lesson Plans is owned by David R. Wetzel. Permission to republish Vocabulary Building Techniques in Science in print or online must be granted by the author in writing.