Lost for words: can a vocabulary based intervention increase confidence and attainment in the primary science classroom?
<p>This is a practitioner research study focused on a targeted vocabulary intervention in primary science lessons. It aims to answer three research questions:</p> <br> <p>1. To what extent can a targeted teaching approach to science vocabulary improve pupils’ understanding of...
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| 格式: | Thesis |
| 語言: | English |
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2022
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| 主題: |
| 總結: | <p>This is a practitioner research study focused on a targeted vocabulary intervention in primary science lessons. It aims to answer three research questions:</p>
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<p>1. To what extent can a targeted teaching approach to science vocabulary improve pupils’ understanding of topic specific words?</p>
<p>2. To what extent can a targeted teaching approach to science vocabulary raise pupils’ attainment in primary science?</p>
<p>3. To what extent can a targeted teaching approach to science vocabulary increase pupils’ confidence in science lessons?</p>
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<p>After a review of the research, an intervention was designed to include physical actions to help children to understand topic specific vocabulary. Vocabulary tests were given three times in each intervention unit to track improvements in understanding. End of unit tests were given to track attainment across the two intervention units, and these were compared to the last end of unit test taken pre-intervention. Questionnaires and focus groups were used to track confidence and enjoyment in science lessons.</p>
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<p>Initial results suggest that the intervention may have had a positive impact on the understanding of topic specific vocabulary and pupils’ confidence. There is some data that suggests it may have also improved attainment.</p> |
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