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Preservice Elementary Teachers Increase Descriptive Science Vocabulary By Making Descriptive Adjective Object Boxes, Audrey C. Rule, S. Crisafulli, H. Decare, T. Deleo, K. Eastman, E. Farrell, J. Geblein, C. Gioia, A. Joyce, Kaylea M. Killian, K. Knoop, A. Larocca, K. Meyer, J. Miller, V. Roth, J. Throo, J. Van Arsdale, M. Walker
Preservice Elementary Teachers Increase Descriptive Science Vocabulary By Making Descriptive Adjective Object Boxes, Audrey C. Rule, S. Crisafulli, H. Decare, T. Deleo, K. Eastman, E. Farrell, J. Geblein, C. Gioia, A. Joyce, Kaylea M. Killian, K. Knoop, A. Larocca, K. Meyer, J. Miller, V. Roth, J. Throo, J. Van Arsdale, M. Walker
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Descriptive vocabulary is needed for communication and mental processing of science observations. Elementary preservice teachers in a science methods class at a mid-sized public college in central New York State increased their descriptive vocabularies through a course assignment of making a descriptive adjective object box. This teaching material consists of a set of theme-related objects with corresponding cards housed in a box. The front of each card lists four descriptive adjectives that describe physical observations of one of the objects, with an image of the object on the reverse for self-checking. The student reads these descriptive words and attempts to …