Title

Using Paired-Student Dialogues to Enhance Vocabulary Learning in the Science Classroom

Faculty Mentor(s)

Sanghee Choi

Campus

Dahlonega

Subject Area

Education

Location

Library 3rd Floor Room 382

Start Date

1-4-2014 4:00 PM

End Date

1-4-2014 5:30 PM

Description/Abstract

Traditionally, many students have had difficulty with comprehending science vocabulary and concepts. In order to understand scientific concepts, it is imperative that students understand the vocabulary used in science and be able to use the vocabulary in context. Science vocabulary is the tool that scientists use to communicate. Thus, students must learn the language of a scientist in order to master the concepts. The main purpose of this study was to examine the retention of knowledge of the paired-student dialogue (PSD) group compared to the traditional group. To do so, the degree of ability to contextually use the vocabulary will be measured as evidenced by their dialogues. The study adopted one group pre/post-test design to test attainment of vocabulary knowledge. Content test will be administered before and after the implementation of the PSD. Means, standards deviations, and a dependent paired t-test will be used for data analysis. The results of the study will provide valuable information to improve science learning.

Keywords: science vocabulary, student dialogue

Note to Conference Administrators

Science Education

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Apr 1st, 4:00 PM Apr 1st, 5:30 PM

Using Paired-Student Dialogues to Enhance Vocabulary Learning in the Science Classroom

Library 3rd Floor Room 382

Traditionally, many students have had difficulty with comprehending science vocabulary and concepts. In order to understand scientific concepts, it is imperative that students understand the vocabulary used in science and be able to use the vocabulary in context. Science vocabulary is the tool that scientists use to communicate. Thus, students must learn the language of a scientist in order to master the concepts. The main purpose of this study was to examine the retention of knowledge of the paired-student dialogue (PSD) group compared to the traditional group. To do so, the degree of ability to contextually use the vocabulary will be measured as evidenced by their dialogues. The study adopted one group pre/post-test design to test attainment of vocabulary knowledge. Content test will be administered before and after the implementation of the PSD. Means, standards deviations, and a dependent paired t-test will be used for data analysis. The results of the study will provide valuable information to improve science learning.

Keywords: science vocabulary, student dialogue