{"title":"一年级学科词汇和教学目标的掌握情况","authors":"Katherine Strasser , Alejandra Meneses , Carolina Iturra , Anneliese Marín","doi":"10.1016/j.learninstruc.2024.102000","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><p>In contrast with general academic words, disciplinary academic words have been less studied, in particular their frequency in educational materials and their contribution to educational outcomes in the early grades; therefore, there are no strong scholarly recommendations about teaching these words to young students. A better understanding of the importance of these words for young learners may complement our understanding of vocabulary's role in education and learning, as well as support the development of more effective interventions.</p></div><div><h3>Aims</h3><p>To measure the contribution of children's knowledge of science and social studies disciplinary words to their mastery of educational objectives.</p></div><div><h3>Sample</h3><p>One-hundred-and-seventy-four Chilean first-grade students in 26 schools.</p></div><div><h3>Methods</h3><p>We identified the general academic and disciplinary vocabulary present in 272 science and social studies materials. Using frequency and pedagogical criteria, we selected a set of science and social studies words, as well as general academic words, and assessed their knowledge in 174 Chilean first graders. Later we administered tests of the children's mastery of educational objectives in the two subjects. Using mixed-effects regression analyses, we examined the contribution of each type of word to mastery of educational goals.</p></div><div><h3>Results</h3><p>Disciplinary words were frequent in first-grade materials, but only science, not social studies words, had a significant contribution to children's mastery of the educational objectives after controlling for general vocabulary, general academic vocabulary, and working memory.</p></div><div><h3>Conclusions</h3><p>Disciplinary words are frequent, and science words specifically are relevant for first-grade educational objectives. Vocabulary interventions should include both general academic and disciplinary words.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"94 ","pages":"Article 102000"},"PeriodicalIF":4.7000,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Disciplinary vocabulary and mastery of educational objectives in first-grade\",\"authors\":\"Katherine Strasser , Alejandra Meneses , Carolina Iturra , Anneliese Marín\",\"doi\":\"10.1016/j.learninstruc.2024.102000\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><p>In contrast with general academic words, disciplinary academic words have been less studied, in particular their frequency in educational materials and their contribution to educational outcomes in the early grades; therefore, there are no strong scholarly recommendations about teaching these words to young students. A better understanding of the importance of these words for young learners may complement our understanding of vocabulary's role in education and learning, as well as support the development of more effective interventions.</p></div><div><h3>Aims</h3><p>To measure the contribution of children's knowledge of science and social studies disciplinary words to their mastery of educational objectives.</p></div><div><h3>Sample</h3><p>One-hundred-and-seventy-four Chilean first-grade students in 26 schools.</p></div><div><h3>Methods</h3><p>We identified the general academic and disciplinary vocabulary present in 272 science and social studies materials. Using frequency and pedagogical criteria, we selected a set of science and social studies words, as well as general academic words, and assessed their knowledge in 174 Chilean first graders. Later we administered tests of the children's mastery of educational objectives in the two subjects. Using mixed-effects regression analyses, we examined the contribution of each type of word to mastery of educational goals.</p></div><div><h3>Results</h3><p>Disciplinary words were frequent in first-grade materials, but only science, not social studies words, had a significant contribution to children's mastery of the educational objectives after controlling for general vocabulary, general academic vocabulary, and working memory.</p></div><div><h3>Conclusions</h3><p>Disciplinary words are frequent, and science words specifically are relevant for first-grade educational objectives. Vocabulary interventions should include both general academic and disciplinary words.</p></div>\",\"PeriodicalId\":48357,\"journal\":{\"name\":\"Learning and Instruction\",\"volume\":\"94 \",\"pages\":\"Article 102000\"},\"PeriodicalIF\":4.7000,\"publicationDate\":\"2024-08-23\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Learning and Instruction\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0959475224001270\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Instruction","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0959475224001270","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Disciplinary vocabulary and mastery of educational objectives in first-grade
Background
In contrast with general academic words, disciplinary academic words have been less studied, in particular their frequency in educational materials and their contribution to educational outcomes in the early grades; therefore, there are no strong scholarly recommendations about teaching these words to young students. A better understanding of the importance of these words for young learners may complement our understanding of vocabulary's role in education and learning, as well as support the development of more effective interventions.
Aims
To measure the contribution of children's knowledge of science and social studies disciplinary words to their mastery of educational objectives.
Sample
One-hundred-and-seventy-four Chilean first-grade students in 26 schools.
Methods
We identified the general academic and disciplinary vocabulary present in 272 science and social studies materials. Using frequency and pedagogical criteria, we selected a set of science and social studies words, as well as general academic words, and assessed their knowledge in 174 Chilean first graders. Later we administered tests of the children's mastery of educational objectives in the two subjects. Using mixed-effects regression analyses, we examined the contribution of each type of word to mastery of educational goals.
Results
Disciplinary words were frequent in first-grade materials, but only science, not social studies words, had a significant contribution to children's mastery of the educational objectives after controlling for general vocabulary, general academic vocabulary, and working memory.
Conclusions
Disciplinary words are frequent, and science words specifically are relevant for first-grade educational objectives. Vocabulary interventions should include both general academic and disciplinary words.
期刊介绍：
As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
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