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Jargon - the language of science: Difference between revisions

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|format= Audio podcast - 14 minutes mp3
|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]]
|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]]
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[[Category:Secondary]] [[Category: Science]] [[Category: Teacher Education]]
[[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?
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