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An Exploratory Study of Students' Perceptions of Vocabulary Knowledge and Learning in a Middle School Science Classroom

Thu, April 16, 12:00 to 1:30pm, Sheraton, Floor: Fourth Level, Chicago VI&VII


This study investigated middle school science students’ perceptions of their own vocabulary knowledge and perceptions about learning vocabulary. Data sources included pre and posttest of students’ perceptions of vocabulary knowledge, students’ perceptions of vocabulary and reading strategies surveys, and a content achievement test. Students’ perceptions of vocabulary knowledge increased as a result of instruction. The participants had favorable views of the vocabulary and reading strategies implemented and believed the literacy approaches were important for their developing science knowledge. They outperformed students from a national data set on all content knowledge items assessed. Middle school students’ perceptions of their knowledge and vocabulary and reading strategies were congruent with their content achievement. Implications are provided for future research and teaching.