Science Vocabulary Development in a Problem-Based Learning Simulation

• In Event: Pedagogical Approaches to Enhancing Problem-Based and Simulation-Based Learning

Abstract

Problem-based learning (PBL) may be an ideal framework for promoting scientific literacy, including rich content knowledge and scientific vocabulary applicable to authentic scientific issues. This study examines students’ use of scientific vocabulary in persuasive essays written before and after an online PBL simulation that addresses a socioscientific issue (SSI). Essays were analyzed for use of scientific terms and colloquial language used in place of scientific terms. Results indicate the acquisition of several new science terms as well as a possible shift in the focus of their essays.

Authors

• Lisa J. Lynn, University of Illinois at Chicago

• Kimberly A. Lawless, University of Illinois at Chicago

• Scott W. Brown, University of Connecticut

• Kamila Brodowinska Bruscianelli, University of Illinois at Chicago

• Gregory Mullin, University of Connecticut

• Nicole Powell, University of Connecticut

• Kimberly A. Richards, University of Illinois at Chicago

• Mark A. Boyer, University of Connecticut