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

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