ERIC Number: ED281189
Record Type: RIE
Publication Date: 1985-Dec
Reference Count: 0
The Role of Experience in Learning Science Vocabulary.
Lloyd, Carol V.; Contreras, Norma J.
Comparing traditional to experiential instruction, a study investigated whether teaching content area vocabulary using hands-on experiences and teacher/student interaction would result in greater vocabulary knowledge and better comprehension of a related text than conventional dictionary work. Subjects, 45 fourth grade students from a chapter 1 school in the American Southwest, were evaluated as either low, average, or high ability readers and were assigned to one of three treatment groups that taught or exposed them to 12 vocabulary words regarding the water cycle. The experimental group used the scientific method and teacher/student interaction. The traditional group was required to locate vocabulary words either in the glossary of the textbook or in the dictionary, and the control group received no treatment. All subjects were then administered a vocabulary test based on a passage about the water cycle taken from a fourth grade science book. Analyses indicated significant positive effects for both treatment and reading ability. Findings also showed that the experimental group performed significantly better than either the traditional or control groups, whose performances were not significantly different. The high ability readers performed significantly better than either the average or low groups, which were not significantly different. Results also supported the notion that teacher/student interaction can facilitate overall understanding of a related science text and can be an integral part of the learning process. (Tables of data and 4 pages of references are included.) (JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Reading Conference (35th, San Diego, CA, December 3-7, 1985).