This qualitative study examined how three teachers of upper elementary students used
science vocabulary in their lessons. The data revealed that teachers used vocabulary
to label science phenomena and interpret scientific concepts for students. The practice
of labeling was used more extensively than interpreting. Teachers did not help their
students understand why scientists use language in these two ways or how one informs
the other. Implications for science educators include using inquiry to explicitly teach the
purposes of scientific language in order to enhance elementary teachers’ knowledge of
how vocabulary can aid student understanding of science.

EB00000002597K

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• Elementary Teachers’ Use of Language to Label and Interpret Science Concepts