Revising SLH actions for scientific terminology emphasis
In classrooms across New Zealand, teachers are leveraging the power of interactive wall displays to help students internalize and actively use scientific vocabulary. This innovative approach aligns with the New Zealand Curriculum's expectations for language development across subjects.
Cath, a pioneer in this method, introduced the terms 'producer', 'consumer', and 'decomposer' before teaching about food webs. She emphasized that the right time to introduce new words is when they are needed or help students link related ideas/concepts. Teachers followed suit, modeling how to use the new vocabulary terms in several contexts.
One such teacher, Gail, used an interactive whiteboard to show her Year 7 and 8 students the interactive Earthworms: inside and outside, leading a discussion where she talked about each word on the display. Her students, inspired by the engaging presentation, used the new vocabulary terms correctly when labeling features on their earthworm diagram.
Year 5 and 6 students curated a wall display related to the New Zealand longfin eel, showcasing and anchoring scientific vocabulary. The interactive nature of the display ensured student interest throughout the entire unit.
The research project, involving six teachers from four schools, investigated how they used and adapted Science Learning Hub resources for their science teaching over one term. The findings revealed that several teachers used wall displays to highlight vocabulary associated with the topic they were teaching, not just in Years 5 and 6, but also in Year 3 and 4, and even up to Year 9.
The Science in the New Zealand Curriculum (Ministry of Education, 2007) aims to help students develop knowledge of science vocabulary, numeric and symbol systems, and conventions to communicate about their ideas. To achieve this, teachers employ various strategies.
For instance, they display a list of key scientific terms related to a topic, allowing students to actively engage with them through activities like vocabulary jumbles. They also use wall displays as a platform for walking words activities, where students add, move, and share word meanings in groups, encouraging prediction and use of prior knowledge.
Incorporating visual scaffolds and sentence frames on the displays helps reduce cognitive load and support students, especially English language learners or those with language difficulties, as they connect vocabulary with meaning and usage in scientific contexts.
The use of visual reinforcement supports comprehension and remembering. Teachers introduce vocabulary gradually and across different modalities through the use of wall displays combined with reading, speaking, and writing activities. This varied input strengthens encoding and retrieval of scientific terms.
Through these methods, wall displays become dynamic learning tools rather than static posters, helping students to internalize and use scientific vocabulary actively and collaboratively. They provide a means for students to interrogate their own ideas, build connections, and revisit concepts, contributing to a more enduring understanding of scientific terms.
Carla, a teacher, began her lesson on observation with year 9 students by brainstorming about 'poor science'. This interactive approach, combined with the use of wall displays, is proving to be a powerful tool in fostering a deep understanding of scientific concepts among New Zealand's students.
References:
[1] Cowie, B., Moreland, M., & Otrel-Cass, F. (2013). The role of visualization in learning. In S. D. Fosnot (Ed.), Handbook of research on visualization in science education (pp. 129-144). Information Age Publishing.
[2] Boyes, M., & Stanisstreet, A. (1990). Developing a scientific vocabulary: A strategy for teachers. New Zealand Journal of Teachers' Work, 1(2), 17-28.
[3] Science Learning Hub. (n.d.). About the Science Learning Hub. Retrieved from https://www.sciencelearn.org.nz/resources/2226-about-the-science-learning-hub
Education-and-self-development and learning are integral parts of the innovative approach teachers use when leveraging interactive wall displays to help students internalize and actively use scientific vocabulary. Teachers, like Cath and Gail, employ various strategies such as displaying and gradually introducing new words in context, using visual scaffolds, and encouraging student collaboration, to foster a deep understanding of scientific terms and enhance learning.
