The Shift in Vocabulary Instruction
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Beyond the Definition: Making Science Vocabulary Stick
Science is full of fascinating ideas—and a lot of new words. It’s no surprise that many science lessons involve vocabulary lists, glossaries, and definitions. But copying definitions from a textbook or memorizing terms out of context rarely leads to deep understanding or long-term retention.
So how do we help students truly own the language of science?
Vocabulary Is More Than Words—It’s Conceptual
Science vocabulary isn't just a set of words to memorize—it's a system of concepts that are deeply connected. When students encounter a term like photosynthesis or condensation, they need more than a dictionary definition. They need to understand what’s happening, how it fits into what they already know, and how it connects to other ideas.
That’s why vocabulary instruction is most effective when it comes after students have explored a concept through investigation or hands-on experience. This is especially powerful for multilingual learners, who benefit greatly from building meaning before being asked to use academic language.
Why Explore-Then-Explain Works
Teaching science vocabulary after students engage in hands-on learning is more effective than front-loading vocabulary because:
It provides context. Students connect new words to concrete experiences, which builds understanding.
It encourages participation. Learners, especially multilingual students, can contribute ideas using everyday language before mastering academic terms.
It reflects real science practice. Scientists use language to describe what they observe—students should, too.
It supports language growth. Using vocabulary in meaningful ways after shared experiences helps students develop fluency.
It deepens learning. Applying vocabulary in context—through writing, discussion, or modeling—builds real understanding, unlike rote memorization.
Making Vocabulary Learning Inclusive
The great news? Strategies that support multilingual learners benefit all students. Try these:
Use visuals, models, and real-world artifacts to anchor meaning.
Provide sentence stems and structured talk opportunities.
Incorporate drawing, labeling, and graphic organizers.
Modify science notebooks to reduce language load (e.g., split notes, simplified prompts).
Connect new terms to coherent storylines or ongoing investigations.
These strategies also support students with special learning needs by offering multiple ways to engage and represent understanding.
Making Science Language Meaningful
When vocabulary instruction is rooted in experience, it becomes more than a hurdle to clear—it becomes a tool for thinking and communicating. Research consistently shows that vocabulary interventions grounded in context and concept-building are far more effective than traditional word lists.
So let’s rethink how we teach science language. Let’s move beyond isolated definitions and create classrooms where vocabulary is discovered, co-constructed, and used meaningfully. That’s how we help science vocabulary stick—and more importantly, how we help students think like scientists.
3 Resources to Dig Deeper…
STEM Teaching Tool 66: Why you should stop pre-teaching science vocabulary and focus on students developing conceptual meaning first
Contemporary Instructional Approaches to Promote STEM Learning for English Learners, Ohkee Lee, NSTA, 3-21-2019
How to Co-Construct and Track Science Vocabulary, Sadler Science, 1-17-2023
2 Questions to Ponder & Discuss
How often do I introduce science vocabulary before students have had a chance to explore the related concept—and what impact might that have on their understanding?
How am I assessing students' understanding of science vocabulary? Am I relying solely on traditional methods like multiple-choice, fill-in-the-blank, or matching tests, which may only measure shallow knowledge?
1 Action to Take
Written Use in Science Notebooks or Explanations: Require students to incorporate specific vocabulary words in their written work, such as science notebook entries, lab reports, explanations, or arguments (like CERs - Claim, Evidence, Reasoning). Assess not just if the word is present, but if it is used in a way that demonstrates understanding of its meaning and relationship to the concept being discussed.