Keywords
Vocabulary instruction, secondary students, disciplinary literacy, content area reading
Abstract
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.
Notes
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Graduation Date
2013
Semester
Summer
Advisor
Zygouris-Coe, Vicky
Degree
Doctor of Philosophy (Ph.D.)
College
College of Education and Human Performance
Degree Program
Education
Format
application/pdf
Identifier
CFE0004839
URL
http://purl.fcla.edu/fcla/etd/CFE0004839
Language
English
Release Date
August 2013
Length of Campus-only Access
None
Access Status
Doctoral Dissertation (Open Access)
Subjects
Dissertations, Academic -- Education, Education -- Dissertations, Academic
STARS Citation
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.
https://stars.library.ucf.edu/etd/2623