Science vocabulary knowledge of third and fifth grade students.

MJ Meyerson, MS Ford, WP Jones, MA Ward - Science Education, 1991 - psycnet.apa.org
MJ Meyerson, MS Ford, WP Jones, MA Ward
Science Education, 1991psycnet.apa.org
Abstract Explored how 144 3rd and 123 5th graders think about science vocabulary (SV)
through an examination of the organizational schemes children employ with science words.
The authors examined whether there is a relationship between grade level and how
students assign science terms to appropriate conceptual groupings (CGs). 1,879 words
(from 5 publishers) were obtained consisting of 637 words at the 3rd-grade level and 1,242
words for 5th grade. 26 words were identified to determine which vocabulary items were …
Abstract
Explored how 144 3rd and 123 5th graders think about science vocabulary (SV) through an examination of the organizational schemes children employ with science words. The authors examined whether there is a relationship between grade level and how students assign science terms to appropriate conceptual groupings (CGs). 1,879 words (from 5 publishers) were obtained consisting of 637 words at the 3rd-grade level and 1,242 words for 5th grade. 26 words were identified to determine which vocabulary items were multiple meaning words. Ss provided appropriate CGs for SV, but the CGs were not always science related. Fifth graders provided science CGs more often. Third graders were less likely to assign a multiple meaning word to a science CG. The small number of common words within and between grades indicates a lack of agreement among publishers as to which vocabulary should be taught.(PsycINFO Database Record (c) 2016 APA, all rights reserved)
American Psychological Association