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STUDENT VOCABULARY DEVELOPMENT IN THE SCIENCE CURRICULUM
Marlow Ediger [mediger2@cox.net]
To achieve well in science, students need to possess rich listening, speaking, reading, and writing vocabularies. In each science lesson and unit of study, vocabulary growth needs to be ongoing. A variety of engaging learning opportunities assist the learner to do well in vocabulary use. They need to provide for learners of different ability levels. Interest factors are important in developing vital strategies for teaching. Students need assistance to establish meaning to important terms. Motivation for vocabulary growth is salient.
Sequence in learning
Quality sequence is necessary in teaching vocabulary. Generally, concrete learnings come first, then the semi-concrete, followed by the abstract.
If students are studying plant life, they need to view actual plants to see first hand the roots, stems, and leaves. The concrete stage of learning is then in evidence. Diverse plants need to be displayed and observed carefully. Illustrations of roots, stems, and leaves of selected plants may also be observed. Illustrations stresse the semi-concrete stage of student learning. The writer noticed a carefully sequenced power point presentation showing roots, stem, and leaves. The presentation involved a discussion with active involvement of learners. Vocabulary words added here included moisture, chlorophyll, fertilizer, and vacuoles, among others. In using observation to assess learner progress, the curiosities of individuals was high. Interaction among and between participants was of good quality. In this learning activity, the abstract phase of learning (the discussion) interacted with the semi-concrete presentation and might well too, interact with the concrete phase of learning.
Second, in studying a science unit on prehistoric life, a class of fourth graders viewed models of the mesozoic era. The models included the tyrannosaurus rex, the dipladocus, the triceratops, the pterodactyl, and the stegosaurus, among others. After carefully evaluating each, as well as discussing likenesses and differences, students secured relevant and related information from the internet on selected dinosaurs. Classifications were developed on foods eaten, their habitats, and traits for survival. Committees at work developed charts to present in abstract form differences which existed. The semi-concrete illustration was drawn or cut from a computer print out next to each described dinosaur. Each chart from respective committees was placed on the bulletin board There were many new vocabulary terms acquired and placed on a word wall in the classroom (Ediger and Rao, 2003).
Third, when studying invertebrates in science, students with teacher guidance developed a large mural. The mural was completed in different sections with each small group of students doing their share of the total. This takes careful planning. The following categories of invertebrates were studied:
* sponges
* coelenterata including hydras, jellyfish, and sea anemones
* flatworms such as planarian and tapeworms
* roundworms including hookworms, ascaris, and trichinella
* segmented worms, e.g. earthworms
* spiny animals such as star fish, sea urchins, the sea cucumber, and the sand dollar
* shell fish, e.g. clams scallops, oysters, snails, and slugs
* arthropods including shrimp, lobsters, crayfish, and crabs (See Blough and Schwartz, 1984).
When students read subject matter on each of the above invertebrates, vocabulary development definitely takes place. Vocabulary needs to be used which is meaningful and easy to pronounce. Thus, a developmentally appropriate science curriculum must be stressed. This information may be put into mural form with colorful illustrations of each, neatly arranged. Different colors of art materials may be used for decorations. A title for the mural orients the viewer to its contents. A large mural should be placed on the floor so each committee may work on its respective sections. When completed for evaluation, based on qualitative standards, the mural should be placed at a conspicuous place in the classroom for others to view in the school.
Fourth, in reading science subject matter, students have increased opportunities for vocabulary development. Thus, students might well meet up with new vocabulary. The science teacher may print the new words neatly on the chalkboard for all to see clearly, prior to students reading the ensuing content. The vocabulary needs to be discussed so that meaningful learning accrues. If students are to read about mammals, the following printed and discussed words on the chalkboard may be recognized when reading silently: fish, amphibians, reptiles, birds, and mammals. The characteristics of each need elaboration. Models, illustrations, and script pertaining to each category of vertebrates need to be in the offing. There are many classrooms which have an aquarium containing fish, as well as a terrarium housing a frog (amphibian). Children have pets such as a canary (bird), or a cat/dog (mammals). Snapshots or a digital photo of each, including reptiles, may be available to show classmates. With adequate readiness, the student should be able to read the ensuing lesson in an understanding way (See Jayanthi and Padmanham (2006) If a student still has difficulty in recognizing a word, there are several procedures which might be used here. One is to assist the student to use context clues. Thus, the learner must fill in with a word that makes sense for the unknown. Sometimes, a student will fill in a ridiculous word which is not meaningful in context. He/she must think it through by inserting a meaningful word in relation to the rest of the words in the sentence. If that is not adequate, the student needs to look at the initial consonant of the unknown word. Using context clues and the initial consonant as a sound should do the job of decoding.
Another procedure in recognizing unknown words is to use phonics, providing there is general consistency between symbol and sound. Phonics may work well in decoding (See Pardo, 2004).
Sixth, each student needs to keep a vocabulary booklet listing new words acquired and giving their respective meanings. This practice helps students to review vocabulary words acquired. It also indicates to learners, individually, how many words have been mastered at a given time. As the number increases, this serves as a motivator in students learning vocabulary terms. Cut out pictures from computer printouts may be used to enhance vocabulary development where it applies. Some terms cannot be illustrated.
Seventh, there are a variety of charts for students to make in science which emphasize vocabulary development. The following are examples:
* a tabulation chart. This type of chart indicates comparisons such as air pollution for certain dates -- 1910- 1920, 1920- 1930, 1930- 1940, 1940- 1950... to the present
* a narrative chart. Here, students may list evolving traits such as changes in amphibians from egg to tadpole to frog.
* flow chart. This chart is made to assist students to understand change at a given point such as in petroleum heated to produce kerosene, diesel fuel, natural gas, and gasoline at respective temperatures.
* classification chart. For example, the categories of igneous, sedimentary, and metamorphic rocks with extensions of diverse forms of rock under each category. Under the heading of igneous rock the student may include obsidian, pumice, and basalt. They are formed from lava/magma with individual cooling rates.
* organizational charts. These show structure of subject matter being studied. A partial outline can be good to show main ideas, subordinate ideas, and details. In a partial outline, selected parts may be omitted with students then individually or in committees filling in the blank spaces. The usual Roman numerals may be used for the main ideas with sequential capital letters for subordinate content, and lower case ordered letters for the details.
Each chart should have a heading with neat labeling. The content must be accurate with clearly stated subject matter. Neatness and attractiveness are always important in the final product (See Parker, 2001).
Eighth, science portfolios may be developed by each student with teacher guidance. The portfolio contains a collection of representative work of a student. Portfolios should contain a title, a table of contents, and student work during a specific period of time. Items to be included are library book reports, teacher written tests and student results, self evaluation reports, diagrams, drawings, write ups of science experiments performed, and poems written, among others. Above all, a section on vocabulary development should be inherent in the port folio.
Conclusion
The teacher must have as a major goal the development of a rich vocabulary for students in the science curriculum. Vocabulary development might well be emphasized in a variety of purposeful activities to assist students to achieve vital objectives in ongoing learning opportunities. These activities need to encourage interest and meaning in science learnings. Science literacy and achievement are musts for all students!
Selected References
Blough, Glenn O., and Julius Schwartz (1984), Elementary School Science and How to Teach It. New York: CBS College Publishing.
Ediger, Marlow, an D. B. Rao (2003), Teaching Science in Elementary Schools. New Delhi, India: Discovery Publishing House.
Jayanthi, N. L. N., and T. Padmanahan (2006), Environmental Education, Role in Sustainable Development," Edutracks, 6 (3), 7, 8.
Pardo, Laura S. (2004), "What Every Teacher Needs to Know About Comprehension." The Reading Teacher, 58 (3),272- 279.
Parker,Walter C. (2000), Social Studies in Elementary Education. Upper Saddle River, New Jersey: Merrill, Prentice Hall, 173.