Date of Award/Publication


Document Type


Degree Name

MS in Mathematics, Science, and Technology Education


Students entering middle school are exposed to and expected to learn a tremendous amount of vocabulary particularly in the science field. During the past fifty years, direct instruction involving the use of dictionaries and glossaries has been one of the preferred methods in achieving this goal. This research paper investigated the effectiveness often alternative methods for science vocabulary instruction involving two urban middle school classrooms. Results of the research indicate that there was not a single method used by itself or with another method that showed a notable improvement. However, there appears to be a sl ight improvement when combining the methods of familiar association, hands on activities or keyword mnemonics with other methods.

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