Evidence for Learning: Putting evidence to work in STEM: vocabulary

Putting evidence to work in STEM: vocabulary

Drawing on the best available evidence to address misconceptions in maths and science teaching.
Author
Michael Rosenbrock
Michael Rosenbrock
Content Specialist – leadership and STEM

Deliberately planning to support students to build and use their vocabulary is critical to ensuring that students can both access the curriculum content and effectively demonstrate their understanding. 

As part of E4L’s ​‘Putting evidence to work in STEM’ series, this article draws on the best available evidence to support curriculum leaders and teachers of maths and science to effectively plan to build student vocabulary. 

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Building student vocabulary in STEM

The content that students encounter across their studies of science and mathematics contains myriad specialised terminology, along with everyday words that may have a different meaning in a particular discipline area. Deliberately planning to support students to build and use their vocabulary is critical to ensuring that students can both access the curriculum content and effectively demonstrate their understanding.

Continue reading the article in ACER Teacher Magazine

Access E4L’s guidance for educators on STEM in schools, drawing on the Teaching & Learning Toolkit, Guidance Reports, and more.

Read other articles from the Putting evidence to work in STEM series.