Effective strategies for teaching science vocabulary

By :
Divina Alfonso
San Nicolas High School
Gapan City

In order for students to develop scientific literacy, they need to gain a knowledge of
science content and practice scientific habits of mind. This is impossible without
knowledge of science vocabulary.

Traditional science lessons have often begun with teachers presenting students with
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.

Many of us were “taught” this way, so we remember how little these practices
contributed to conceptual development. These traditional strategies stem from the
assumption that students absorb the meanings of many science terms simply by writing
the words and their definitions. To many English-speaking students science words seem
like 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 of science
to communicate meanings, “talking science” to solve problems in writing or speaking
about issues in which science is relevant.The goal of helping students learn to
communicate about science is important, but we must also be aware of potentially
harmful messages that can be unconsciously communicated to our students. As science
educators, 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.

Through hands-on inquiry instruction, all students can develop context-based content
knowledge along with language development. Lee, Buxton, Lewis, & LeRoy identify
inquiry-based science instruction as beneficial to students in the following ways: a)
students participate in activities as they learn vocabulary, b) students work
collaboratively and interact with others about science content, and c) hands-on activities
offer students written, oral, graphic, and kinesthetic forms of expression.7 Coupled with
science activities, intentional and explicit vocabulary instruction can benefit both English
proficient and children’s vocabulary and literacy development as they learn science
content.8 As students combine science experiences with discussions of words’ uses and
meanings, their vocabulary and content knowledge can grow.

In order for students to develop scientific literacy, they need to gain a knowledge of
science content and practice scientific habits of mind. Knowing science vocabulary
supports the development of these understandings. As Wellington and Osborne point out,
“science teachers are (among other things) language teachers.”

By using scientific terms and phrases during science activities, science educators can
model scientific thinking and questioning, including the doubts and dilemmas that are
part of making sense of the world. The more opportunities we provide for students to
experience scientific endeavors, the more natural their scientific talk will develop.
Teachers can maximize these opportunities by beginning with very young students.

We can support students’ information processing by supplementing auditory information

with visual clues. When we can provide students with multi-sensory experiences
observing and communicating, it helps all students, especially emerging readers and
English language learners. Instructions should be given using a variety of visual or aural
support materials:drawings, diagrams, and pictures to support the spoken word written
instructions on word cards or SmartBoard along with verbal instructions set-up examples
to supplement written lab instructions audiotaped instructions alongside written
directions pictures with words in stages of lab procedures that students can sequence

Traditional games can be adapted to help students experience the language of science.
For advanced students, making their own games using science vocabulary promotes in-
depth understanding of words and their meanings.

Engage students in instructional conversations. In instructional conversations, students

have discussions with other students and the teacher on topics that are relevant and have
meaning to them. The goal of this student-centered technique is not to get correct answers
to test questions, but instead to explore ideas(Bulba,2014).
 Purpose of Secondary Social Studies

By :
Maricel G. Liwag
San Nicolas High School
Gapan City
The purpose of secondary school social studies is to enable students to understand,
participate in, and make informed decisions about their world. Social studies content
allows young learners to explain relationships with other people, to institutions, and to
the environment, and equips them with knowledge and understanding of the past. It
provides them with skills for productive problem solving and decision making as well as
for assessing issues and making thoughtful value judgments. Above all, it integrates these
skills and understandings into a framework for responsible citizen participation locally,
nationally, and globally. The teaching and learning processes within social studies are
uniquely organized to develop these capacities, beginning with the youngest learners in
our schools.

Teaching and learning in the secondary classroom should be meaningful, integrative,

value-based, challenging, and active. These qualities of powerful social studies learning
are foundational to the development of children’s knowledge, skills, and dispositions as
participating citizens.

In order for social studies instruction to be meaningful, teachers must understand and
meet the needs of their students. Teachers should capitalize on the diversity and natural
interests of their students in the world around them.8 By building on students’ skills and
experiences, teachers can design learning events that challenge students to make
meaningful connections and expand their knowledge and viewpoints.

In social studies, as in any knowledge domain, learners benefit from having a variety of
ways to understand a given concept. Increasingly, secondary teachers have students of
diverse backgrounds and differing abilities in their classes, and must differentiate
instruction in order to better meet individual needs. Successful secondary teachers
possess both a command of the subject matter and the ability to engage students in the
learning process through a variety of instructional methodologies.

Social studies is integrative by nature. Powerful social studies teaching crosses

disciplinary boundaries to address topics in ways that promote social understanding and
civic efficacy. It also integrates knowledge, skills, and dispositions with authentic
action.9 When children pursue a project or investigation, they encounter many problems
and questions based in civics, economics, geography, and history. With teacher guidance,
children can actively explore both the processes and concepts of social studies while
simultaneously exploring other content areas.
Effective practice does not limit social studies to one specified period or time of day.
Rather, secondary teachers can help children develop social studies knowledge
throughout the day and across the curriculum. Children’s everyday activities and routines
can be used to introduce and develop important civic ideas. Integrating social studies
throughout the day eases competition for time in an increasingly crowded curriculum.
With a strong interdisciplinary curriculum, teachers find ways to promote children’s
competence in social sciences, literacy, mathematics, and other subjects within integrated
learning experiences. Learning experiences reach across subject-matter boundaries, e.g.,
integrating history and geography as well as civics and language arts.

As valuable as integration is within secondary curriculum, it is not an end in itself.

Teachers should ensure that the social studies experiences woven throughout the
curriculum follow logical sequences, allow for depth and focus, and help young learners
move forward in their acquisition of knowledge and skills. The curriculum should not
become, in the pursuit of integration, a grab bag of random social studies experiences that
are related marginally to a theme or project. Rather, concepts should be developed to
assure coherence and meaning.