Examining First Graders' Scientific Language and Vocabulary Use

• In Event: Science Sense-Making in Elementary Classrooms: Supporting Teachers to Support Students

Abstract

Objectives
This paper reports on the nature of first graders’ language and vocabulary use when explaining science phenomenon after learning from an integrated science-literacy curriculum.

Perspectives
Vocabulary and oral language are inextricably intertwined with knowledge development. Acquiring language and the rudiments of domain-related vocabulary begin at the earliest ages as children learn about the world (Authors, 2013; Lindfors, 1999; Wells, 1986). While words and ways of talking can be learned incidentally, direct teaching is important and supportive for young emergent bilinguals (EBs) (Beck, McKeown, & Kucan, 2002; Silverman & Hines, 2009; Spycher, 2009). However, as important as learning vocabulary words is, it is only one aspect of developing proficiency with the language of science. Learning the language of science is best accomplished through authentic opportunities for situated practice (Wells, 2000).

Methodology
Students in this study participated in an implementation trial of an integrated literacy-science curriculum designed to provide opportunities to learn key science concepts and the oral and written language structures relevant to science.

Using an “intentional” case study methodology (e.g., Dyson & Genishi, 2005), we examined the conceptual and linguistic richness of students’ pre and post responses to a Science Knowledge Assessment (Authors, 2015). After scoring pre/post SKA assessments for all participants in the curriculum implementation study, we selected nine students (see Table 1) based on their profiles of growth in science content knowledge and vocabulary. All were EBs.

Data and Analysis
Data sources were video-taped interviews of students’ performance on the SKA. We used an iterative design methodology to develop a discourse-based coding scheme to examine students’ use of scientific language as they participated in the interviews.

Science Knowledge Assessment (SKA). The SKA is a performance-based assessment that measures multiple aspects of science specific knowledge and abilities in first graders through a one-on-one interview. The assessment format consists of a series of strategically designed and sequenced tasks organized around explaining a unit-specific phenomenon. The assessment includes hands-on materials and a set of prompts and questions to measure four constructs 1) understanding of science concepts, 2) understanding of scientific terminology, 3) understanding explanatory language structures, and 4) understanding a science or engineering practice.

Results
The fine-grained analysis of students’ language showed a consistent growth in the use of intervention specific vocabulary from pre-post, but little growth in the use of explanatory discourse patterns. Students were able to articulate understandings of science concepts; however, there were frequent examples of students translating unit language into informal language and evidence of students anthropomorphizing phenomenon.

Scholarly Significance
This study is part of a larger, design-based research (DBR) project. The iterative nature of DBR increases the likelihood of a successful intervention (Penuel, et.al, 2011). In this case, results from this analysis prompted a closer look at the design of the curriculum. We determined that we had not provided teachers with enough support for them to model and scaffold scientific discourse patterns for their students. As a consequence, we used these insights to improve the curriculum.

Authors

• Alison Knight Billman, University of California - Berkeley

• P. David Pearson, University of California - Berkeley