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Background Knowledge within Physics / Science

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Background Knowledge within Physics / Science

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Within science typically the trouble with vocabulary is being able to describe a phenomenon in science but being unable to find the correct word for it. Here background information might play a huge role in how likely someone is to share in class about a specific phenomenon being presented. This is typically the case in inquiry based science lessons where some new phenomenon is presented and students are trying to make sense of what is happening. Those with background vocabulary or those who have seen, read, or heard of vocabulary terms have a huge advantage than those who are hearing or reading them for the first time.

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Something that some of my students struggle with is being able to read fluently. I have had students do research on topics using the internet and when they cannot fluently read the material being presented it becomes a challenge for them to do this activity. The strategies I have seen used to combat this is to put students into groups to search things up together and have them read it aloud to one another, its debatable if this is a great strategy or not. However those not fluent in reading definitely struggle more than those who are as within science a lot of digesting or learning new information comes from the ability of the person reading it to make sense of the vocabulary used and how they understand the texts.

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Those who don't have background knowledge within science are at a significant disadvantage than those who do. As information of vocabulary, terms, and science methods are built up over time and years of instruction. If a student were to come into a science classroom without having any of that background they would need to "play catch-up" to all of the other students. It should fall on the teacher that students such as these get the support they need to properly be integrated into the classroom like all of the other students.