From Babbling and Gargling to Scientific Vocabulary: Evolving Language in Middle School Astronomy

• In Event: Marriott Roundtable Session Four
  In Roundtable Session: Moving the Field Forward: Responsive Practices and Possibilities in Middle-Level Education (Table 3)

Abstract

This study examines the ways vocabulary use among eighth-grade students from three urban middle school classrooms changed after experiencing an astronomy unit (either project-based or the district’s typical unit) as evidenced by interviews and classroom observations. Students engaged in babbling (i.e., inarticulate but somewhat correct descriptions) and gargling (i.e., using many technical terms without evidence of understanding) with greater frequency in pre-interviews. Students who developed correct vocabulary and used it comfortably in interviews were more likely to display correct Moon phase conceptions. The project-based unit’s method of teaching vocabulary through activities produced greater vocabulary gains. Teachers are cautioned to pay attention to whether a student understands the vocabulary used or if they are simply gargling terms hoping one is correct.

Authors

• Merryn Cole, University of Nevada - Las Vegas
  Presenting Author

• Thomas R Ryan, University of Nevada - Las Vegas
  Presenting Author

• Jennifer A. Wilhelm, University of Kentucky
  Non-Presenting Author