How Does Pre-teaching of Vocabulary and the Use of Technology Increase Student Learning in Science

Authors

Jennefer A. Hilgenkamp, University of Nebraska-LincolnFollow

First Advisor

Dr. Wendy Smith

Second Advisor

Dr. Amanda Thomas

Date of this Version

8-2019

Document Type

Article

Citation

Hilgenkamp, J. A. (2019). How Does Pre-teaching of Vocabulary and the Use of Technology Increase Student Learning in Science. (Master's Thesis, University of Nebraska-Lincoln, Lincoln, NE, United States). Retrieved from https://digitalcommons.unl.edu

Comments

A THESIS Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Arts, Major: Teaching, Learning and Teacher Education, Under the Supervision of Professor Wendy Smith. Lincoln, Nebraska: August 2019

Copyright 2019 Jennefer A. Hilgenkamp

Abstract

Understanding science vocabulary is one of the key components leading to student success in mastering science content. This study looks at the research surrounding pre-teaching vocabulary and the use of technology in the classroom. The purpose is to further investigate and deepen knowledge of science vocabulary. This research will use mixed methods of data collection. The study reports aggregated data on twenty-seven students of varying academic levels and needs (Regular Education, English Language Learners (ELL), Special Education), within Team 6A, of the 6^th grade and data for seven students, who consented for the project, will be evaluated further, through a weekly vocabulary pre- and post-test, content tests, and with the Northwest Evaluation Association (NWEA) Measure of Academic Progress (MAP) Science Growth test to be taken in the fall, winter, and spring. Vocabulary will be presented to students through the use of a Keyword/Information/Memory clue (KIM) chart for pre-teaching, technology programs for investigating meanings and deepening knowledge, and review practice.

Advisor: Wendy Smith