Vocabulary instruction, secondary students, disciplinary literacy, content area reading
This mixed-method study examined the effects of the use of the Vocabulary Think Chart in seventh-grade science students’ understanding of scientific vocabulary. Participants included 89 students who attended the only three regular Earth Science classes in the study site. Participants were assigned to the treatment and comparison group according to the teachers’ wish on how they wanted to participate in the study. The experimental group received one week long preparation on the use of the Vocabulary Think Chart, followed by five weeks of using the strategy independently. Results of the study did not show a significant change on students’ scientific vocabulary understanding and raised questions about vocabulary instruction in science classes. Discussion of the results revolves around the Treatment Teacher’s influence in the study, time of intervention, and number of participants.
If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu
Doctor of Philosophy (Ph.D.)
College of Education and Human Performance
Dean's Office, Education
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Dissertations, Academic -- Education, Education -- Dissertations, Academic
Ferreira, Paloma, "The Effects Of The Vocabulary Think Chart Strategy On Seventh-grade Students' Scientific Vocabulary Knowledge: A Mixed-method Study." (2013). Electronic Theses and Dissertations. 2623.