Back Loading Vocabulary to Improve Student Understanding with the ASSIST Approach.
Saved in:
| Title: | Back Loading Vocabulary to Improve Student Understanding with the ASSIST Approach. |
|---|---|
| Authors: | Kuhn, Mason (AUTHOR) mason.kuhn@uni.edu, McGrane, Katie (AUTHOR) |
| Source: | Science & Children. May/Jun2026, Vol. 63 Issue 3, p61-66. 6p. |
| Subject Terms: | *Contextual learning, *Education methodology, *Students, *Science education, *STEM education, *Lexicology, Scientific literacy |
| Abstract: | Scientific literacy hinges on a robust understanding of specialized terminology. Vocabulary is the building block of scientific comprehension, enabling learners to decode complex concepts, engage in critical thinking, and articulate scientific ideas effectively. However, many available science and literacy curricula front-load vocabulary by asking students to read about scientific terms before they experience them. The Argument-based Strategies for STEM Infused Science Teaching (ASSIST) approach uses a back-loading strategy instead. In this article, we will describe how the ASSIST approach asks students to explore a phenomenon, raise authentic questions, design an investigation, engage in argumentation, and then connect vocabulary by connecting their initial thoughts to the appropriate terms they are required to learn. [ABSTRACT FROM AUTHOR] |
| Copyright of Science & Children is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Scientific literacy hinges on a robust understanding of specialized terminology. Vocabulary is the building block of scientific comprehension, enabling learners to decode complex concepts, engage in critical thinking, and articulate scientific ideas effectively. However, many available science and literacy curricula front-load vocabulary by asking students to read about scientific terms before they experience them. The Argument-based Strategies for STEM Infused Science Teaching (ASSIST) approach uses a back-loading strategy instead. In this article, we will describe how the ASSIST approach asks students to explore a phenomenon, raise authentic questions, design an investigation, engage in argumentation, and then connect vocabulary by connecting their initial thoughts to the appropriate terms they are required to learn. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 00368148 |
| DOI: | 10.1080/00368148.2026.2657255 |
