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Jargon - the language of science: Difference between revisions
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Jargon - the language of science (view source)
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{{Rinfo | |||
|title= Jargon - the language of science | |||
|topic=Science vocabulary | |||
|image=Jargon-imagebot.png | |||
|tagline=What colour is lime water? How the science language confuses | |||
|subject= science, secondary, teacher education | |||
|resourcenumber= TE00RF | |||
|age=10-14 years, general interest | |||
|content=In this audio file, science teacher and dictionary author Dr William Hirst explains that learning the language of science can improve children’s success at school. This resource was made for general public interest but may find use as a discussion starter in teacher education. | |||
|strategy= | |||
|Learning Objectives= | |||
* appreciate a language issue in learning science | |||
|additional resources= | |||
|useful information= Edited from The Science Show on Cambridge 105 FM | |||
|related resources= | |||
|other= | |||
|format= Audio podcast - 14 minutes mp3 | |||
|resources= Radio - audio: Introduced by Roger Frost (1 minute) - Interview William Hirst (14 minutes) [[media:C105 - Learning science jargon - Dr William Hirst.mp3| Right click to Save. Or click to use]] | |||
}} | |||
[[Category:Secondary]] [[Category: Science]] [[Category: Teacher Education]] | |||
== Questions - Discussion prompts == | |||
Learning the language of science – science teacher and author Dr William Hirst talks to Roger Frost. William explains that learning the language of science can improve children’s success at school. He is the author of a science dictionary for ages 10 -14 called “William’s Words in Science” (www.williamswords.co.uk) | |||
* Gives examples of generally shared science words that can cause confusion | |||
* Suggest a science word that might have multiple meanings in science? [As many as ‘eighteen different meanings’ mentioned later] | |||
* What can you say about the quantity of words and meanings required for science at age 14 | |||
* What does Dr Hirst mean by active and passive vocabulary? | |||
* Can we make use of the analogy with learning a language? | |||
* How can science language be acquired? What strategies might be used for teaching words? | |||
* What is the value to young children of science’s language, here called ‘jargon’? | |||
* Is learning a word, like phototropism, crucial to understanding the idea? | |||
* What does ‘apple’ mean to you as a concept - and does it match another's idea? | |||
* Discuss approaches to teaching words in science? | |||
