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Elementary Preservice Teachers’ Science Vocabulary: Knowledge and Application

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Journal of Science Teacher Education

Abstract

Science vocabulary knowledge plays a role in understanding science concepts, and science knowledge is measured in part by correct use of science vocabulary (Lee et al. in J Res Sci Teach 32(8):797–816, 1995). Elementary school students have growing vocabularies and many are learning English as a secondary language or depend on schools to learn academic English. Teachers must have a clear understanding of science vocabulary in order to communicate and evaluate these understandings with students. The present study measured preservice teachers’ vocabulary knowledge during a science methods course and documented their use of science vocabulary during peer teaching. The data indicate that the course positively impacted the preservice teachers’ knowledge of select elementary science vocabulary; however, use of science terms was inconsistent in microteaching lessons. Recommendations include providing multiple vocabulary instruction strategies in teacher preparation.

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Acknowledgments

I would like to acknowledge Dr. James Minogue for his generous assistance with data analysis.

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  1. North Carolina State University, 2310 Stinson Dr., Raleigh, NC, USA

    Sarah J. Carrier

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  1. Sarah J. Carrier
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Correspondence to Sarah J. Carrier.

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Carrier, S.J. Elementary Preservice Teachers’ Science Vocabulary: Knowledge and Application. J Sci Teacher Educ 24, 405–425 (2013). https://doi.org/10.1007/s10972-012-9270-7

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  • DOI: https://doi.org/10.1007/s10972-012-9270-7

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