Date of Conferral

9-21-2026

Date of Award

September 2026

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Kristy Motte

Abstract

Science vocabulary supports conceptual understanding, engagement in scientific discourse, and achievement across content areas. The problem addressed in this study was Wyoming’s low literacy and science performance, as indicated by standardized and national test scores, highlighting the critical need for improved vocabulary instruction to close gaps in content-specific terminology that hindered elementary students’ understanding and achievement. The purpose of this basic qualitative study was to explore Wyoming elementary science teachers’ perceptions of challenges, instructional strategies, and recommendations for improving science vocabulary instruction. Guided by Vygotsky’s (1978) constructivist theory and the concept of the zone of proximal development, the study included semi-structured interviews with 10 purposefully selected Wyoming elementary teachers. Thematic analysis using open coding was conducted to identify themes. Findings indicated that time, competing priorities, and systemic structures constrained science vocabulary instruction, while vocabulary complexity and students’ layered literacy, language, background knowledge, and developmental needs created barriers to access and application. Teachers described effective instruction as integrated, experiential, and iterative and identified resources, professional learning, and collaboration as necessary supports. These findings informed a three-day professional learning series designed to strengthen science vocabulary instruction through collaborative learning and sustained implementation support. The study may contribute to positive social change by supporting more consistent and equitable science vocabulary instruction, strengthening students’ academic language and access to science learning in Wyoming and similar rural contexts.

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