Structure and associations of science vocabulary, general academic vocabulary, and science knowledge
Sofie Henschel,
Birgit Heppt and
Ilonca Hardy
The Journal of Educational Research, 2023, vol. 116, issue 6, 356-370
Abstract:
We examined the structure of domain-specific academic science vocabulary, general academic vocabulary, and conceptual science knowledge and their impact on each other across two measurement points in a sample of 388 German third graders. Results show that the three constructs can be empirically differentiated. The high latent correlation between science vocabulary and general academic vocabulary suggests that science vocabulary is a language-related rather than a knowledge-related construct. Furthermore, science knowledge and science vocabulary predicted each other. By contrast, general academic vocabulary was only associated with science vocabulary but not with science knowledge acquisition. Neither science knowledge nor science vocabulary predicted general academic vocabulary at the end of the school year, suggesting it might be less sensitive to regular instruction.
Date: 2023
References: Add references at CitEc
Citations:
Downloads: (external link)
http://hdl.handle.net/10.1080/00220671.2023.2269545 (text/html)
Access to full text is restricted to subscribers.
Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.
Export reference: BibTeX
RIS (EndNote, ProCite, RefMan)
HTML/Text
Persistent link: https://EconPapers.repec.org/RePEc:taf:vjerxx:v:116:y:2023:i:6:p:356-370
Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/vjer20
DOI: 10.1080/00220671.2023.2269545
Access Statistics for this article
The Journal of Educational Research is currently edited by Mary F. Heller
More articles in The Journal of Educational Research from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().