The difficulties of learning science are related to the nature of science itself and to the methods by which science is customarily taught without regard to what is known about children’s learning.   Some factors that make Science difficult to learn  are the Science concepts and terms , language problems  , some teachers do not apply inquiry approach and information technology materials. They usually refer to the books and lectures that make Science  boring and difficult to the pupils, Traditional strategies stem from the assumption that students absorb the meanings of many science terms simply by writing the words and their definitions. The job of science education is to teach students how to use thematic patterns of science to communicate meanings, “talking science” to solve problems in writing or speaking about issues in which science is relevant.1 The goal of helping students learn to communicate about science is important.  It is essential  that we emphasize the human side of science. It should  be  well-established that  Science is creative  which means that scientists recognize that we understand things based on  research. Just think how our understanding of the world has changed as a result of the inventions and discoveries.Through hands-on inquiry instruction, pupils can develop context-based content knowledge along with language development. Lee, Buxton, Lewis, & Leroy identify inquiry-based science instruction as beneficial to students in the following ways: a) students participate in activities as they learn vocabulary, b) students work collaboratively and interact with others about science content, and c) hands-on activities offer students written, oral, graphic, and kinesthetic forms of expression.Coupled with science activities, intentional and explicit vocabulary instruction can benefit both English proficient and  children’s vocabulary and literacy development as they learn science content.8As students combine science experiences with discussions of words’ uses and meanings, their vocabulary and content knowledge can grow.Some strategies for teaching science vocabulary  are(1)   TIME TO TALK.It is important to promote students’ dialogue as they have instructional conversations. We need to provide students with opportunities to use their colloquial language and translate back and forth with scientific and technical terms. We can use this strategy, called interlanguage, to discuss the different explanations of the students’ experiences in the classroom. (2) Giving Instructions:  Science Teachers support students’ information processing by supplementing auditory information with visual clues. When we can provide students with multi-sensory experiences observing and communicating, it helps all students, especially emerging readers and English language learners. Instructions should be given using a variety of visual or aural support materials: drawings, diagrams, and pictures to support the spoken word,  written instructions on word cards or Board along with verbal instructions,  set-up examples to supplement written laboratory instructions audiotape instructions alongside written directions , pictures with words in stages of lab procedures that students can sequence. (3) Reading Science Text  Cards, Text cards help students interact with words and their meanings. Teachers can create science text cards by writing statements about science concepts on index cards. Working individually or in small groups, students discuss the statements before sorting. A number of different formats can be used such as :True/false cards. These cards include statements drawn from the text. Students sort the cards into true and false piles. For example, when teaching a unit on plants, use statements such as: “Plants use light from the sun in the process of photosynthesis” (true), and “Plants must depend on animals for food” (false).Agree/disagreecards. This format works well for more value-laden or controversial topics. One statement(including appropriate vocabulary) is written on each card. Students sort the cards into three categories: “agree,” “disagree,” or “not sure.”Matching pairs.Students are given a stack of cards and asked to match a term with its associated function, symbol, scientific name, etc. For example, a stack might include cards with the names of body parts and other cards that name the body parts’ functions. Students match each part to its appropriate function. Other topics for matching pairs could include:parts of a device and its function (example,  simple machines)types of teeth and their functions for classification of animalsAnd sequencing. For cyclical concepts like the water cycle or the seasons, create one card for each stage in the cycle. Have students arrange the cards in a circular formation to represent the stages of the cycle. In order for pupils  to develop scientific literacy, they need to gain a knowledge of science content and practice scientific habits of mind. Knowing science vocabulary supports the development of these understandings. As Wellington and Osborne point out, “science teachers are  language teachers.”By using scientific terms and phrases during science activities, science educators can model scientific thinking and questioning, including the doubts and dilemmas that are part of making sense of the world. The more opportunities we provide for pupils to experience scientific endeavors, the more natural their scientific talk will develop. Teachers can maximize these opportunities by beginning with very young pupils. Teaching Science really needs  teachers’  patience , creativity and perseverance

By: Elizabeth L. Rodriguez | Teacher III | Samal North Elementary School Samal, Bataan