Understanding Science Vocabulary

In science it is important to do the activity first then introduce the vocabulary. This is not what most teachers do however; we treat science vocabulary like reading vocabulary introducing the words with no prier knowledge for the students to hook their learning on.

Understanding Science Vocabulary
Exploring Reading Comprehension

• Rules
• No talking
• Answer only when directed to do so
• If you have seen this before you are sworn to secrecy
• Must participate actively when asked
• Some assessment will be involved

Grade 5
The procedure is actually quite simple. First you arrange things into different groups. Of course one pile may be sufficient depending on how much there is to do. If you have to go somewhere due to lack of facilities that is the next step, otherwise you are pretty well set. It is important not to overdo things. That is, it is better to do a few things at once than too many. In the short run this may not seem important but complications can easily arise. A mistake can be expensive as well. At first the whole procedure will seem complicated. Soon however, it will become just another facet of life.


The Role of Knowledge in Comprehension
• Being able to read something does not imply comprehension
• Vocabulary knowledge alone does not imply comprehension
• Not having a meaningful context precludes comprehension

Evaluation of group Reading Performance

Reading comprehension grade:
POOR
(Vocabulary knowledge grade was GOOD)

Grade 3:
The men were at bat against the bowlers. They did not show any pity. The bowlers placed the men in slips. They placed their men in covers. It did not help. The batsmen hit a lot of fours. They hit some sixes. No ball hit the stump. No ball was caught.

A test will follow-

Reading Comprehension Test
• The men were at bat against the____
• The bowler placed their men in__ and __
• The batsmen hit a lot of ___and an occasional_________
• The ball never hit the__________
• No ball was____________

Role of Knowledge in Comprehension: Implications for Meaningful Learning
• Shorter sentences do not improve comprehension
• Reading aloud does not imply improved comprehension
• Answering questions correctly does not imply comprehension
• Readability does not imply comprehensibility of material

How did you do?? Could you tell what the activates where? Think about the implications for students with no prier knowledge in science activities before you introduce vocabulary first.