Pupils' Understanding of Some Non-Technical Words in Science.

Abstract

Data on the understanding of some common non-technical words used in junior secondary science were collected from form 1 (year 7) and form 2 (year 8) pupils in Botswana and their first- and second-language counterparts in the Leeds-Bradford area. Comparisons with previous studies show that there has been little improvement in this understanding over the past twenty years or so and considerable concerns remain about the way in which teachers use words in science. The study indicates that the problems are greatest for second-language pupils at school in England and the results should be of concern not only to teachers of science, or even to teachers of English, but to all teachers.