Effective science instruction includes opportunities for students
to engage in inquiry, and to engage in scientific discussions to
construct explanations (Gallas, 1995; Lemke, 1990; Rosebery,
Warren & Conant, 1992; Wilkinson & Silliman, 2000). Participating
in scientific discourse, however, requires specific discourse
skills. Students need to know vocabulary as more than
definitions; they need to understand the scientific concepts
embedded in the words.