Teaching Strategies for Making Connections With Science Concepts
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. 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).
Examples of exposure to science words in different contexts include:
- Reading
- KWL Organizers
- Venn Diagrams
- Videos
- Hands-on, Minds-on Explorations
- Explaining Using Own Terms
- Illustrations
- Vocabulary Lists
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, similar to how a PhD research proposal writing service helps scholars define and connect their research ideas.
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 quadrants.
The left-hand side quadrants are:
- What the word is using own words
- What the vocabulary word is not using own words
The right-hand quadrants are:
- Examples (next to what the word is) using drawings, words, or sentence
- Definition (next to what the word is not) provided by textbook or teacher-provided resource
Other Graphic Organizers – examples of these vocabulary builders include KWLs, Venn Diagrams, Concept Maps, Mind Maps, or Word Maps.
Teaching Strategies
Additional teaching strategies that support students when learning science vocabulary words include a science nature journal, writing in science, and a 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:
- Science words all students must know in a chapter
- Enrichment vocabulary words for gifted and talented students who need the extra challenge
- Essential words struggling students and students with learning disabilities must learn to remain on grade level
Individualized Vocabulary Lists – this vocabulary-building technique allows students to create their 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 the 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 a 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.
Conclusion
Building vocabulary in science is a complex task that requires more than just rote memorization. Effective vocabulary teaching strategies must incorporate diverse methods, including graphic organizers, differentiated instruction, and contextual exposure. Students benefit from experiencing new science terms multiple times in different contexts, which helps them connect these terms with prior knowledge and deeper science concepts.
By using tools like concept definition maps, vocabulary concept cards, and differentiated vocabulary lists, teachers can cater to the varying needs of all students. Additionally, integrating creative projects like science journals and newsletters further solidifies students’ understanding by encouraging them to use new vocabulary in meaningful ways.
Overall, a multidimensional approach to vocabulary building in science not only aids in short-term retention but also fosters long-term comprehension and application of scientific concepts. Vocabulary building in science can be as challenging as understanding complex math concepts, often requiring additional support similar to what students might seek when searching for a math tutor. The right teaching strategies, along with an affordable math tutor price, can significantly enhance students’ ability to grasp both vocabulary and science concepts.
Checklist for Implementing Vocabulary Building Techniques in Science
- Expose Students to New Vocabulary in Multiple Contexts
- Reading assignments
- KWL organizers
- Venn diagrams
- Educational videos
- Hands-on, minds-on explorations
- Encouraging explanations using students’ own words
- Illustrations
- Vocabulary lists
- Graphic organizers
- Use Graphic Organizers
- Concept Definition Maps
- Vocabulary Concept Cards
- KWLs, Venn Diagrams, Concept Maps, Mind Maps, Word Maps
- Incorporate Creative Projects
- Science nature journals
- Writing in science activities
- Science newsletter projects
- Implement Differentiated Instruction
- Differentiate vocabulary lists for varying student abilities
- Individualize vocabulary lists based on student choice and teacher requirements
- Use alternative assessments tailored to student ability levels
- Encourage Hands-on, Minds-on Learning
- Integrate practical activities that relate vocabulary to real-world applications
- Provide opportunities for students to experiment and explore scientific concepts
- Assess and Adapt
- Use rubrics to evaluate students’ mastery of vocabulary
- Adjust teaching strategies based on student performance and feedback
By following this checklist, educators can create a rich, supportive environment for vocabulary learning in science, helping students not only remember terms but also understand and apply scientific concepts in various contexts.