The study of science is often vocabulary intensive. An analysis of high school chemistry, biology, physics, and Earth science textbooks showed that approximately 1,000 to 3,000 novel science terms are contained in each (Groves 1995). Given the shear magnitude of terms, science vocabulary is problematic for many science teachers and learners. To provide students with meaningful experiences with science vocabulary, the authors group students into literature circles. This article describes how they have modified traditional literature circle roles to help students learn science vocabulary.
Type Journal ArticlePub Date 7/1/2007Stock # tst07_074_05_52Volume 074Issue 05