Improving vocabulary instruction to increase student comprehension and science literacy

Abstract

This project was designed to investigate whether spending more class time and instructor planning time on teaching vocabulary would lead to improvement of student learning, attitude toward scientific vocabulary, and science literacy skills. Throughout the treatment the students spent more time working with terms chosen for each unit. This included activities that encouraged analysis of word meaning and comparison and analysis of relationships between terms. Summative assessments showed improvement in student comprehension along with increased confidence in their ability to perform lesson objectives. Additionally, the attitude students had toward science vocabulary and science literacy skills were more positive. The students also improved in their writing skills and use of appropriate terminology when working in groups and on projects.