149609-Thumbnail Image.png
Description
This study examines the effect of the translation of traditional scientific vocabulary into plain English, a process referred to as Anglicization, on student learning in the context of introductory microbiology instruction. Data from Anglicized and Classical-vocabulary lab sections were collected.

This study examines the effect of the translation of traditional scientific vocabulary into plain English, a process referred to as Anglicization, on student learning in the context of introductory microbiology instruction. Data from Anglicized and Classical-vocabulary lab sections were collected. Data included exam scores as well as pre and post-course surveys on reasoning skills, impressions of biology, science and the course, and microbiology knowledge. Students subjected to Anglicized instruction performed significantly better on exams that assessed their abilities to apply and analyze knowledge from the course, and gained similar amounts of knowledge during the course when compared to peers instructed with standard vocabulary. Their performance in upper-level courses was also better than that of their traditionally educated peers. Hypotheses related to the effect are presented and evaluated; implications for instruction are discussed.
Reuse Permissions


  • Download restricted.

    Details

    Title
    • The effect of vocabulary on introductory microbiology instruction
    Contributors
    Date Created
    2011
    Resource Type
  • Text
  • Collections this item is in
    Note
    • thesis
      Partial requirement for: Ph. D., Arizona State University, 2011
    • bibliography
      Includes bibliographical references (p. 58-64)
    • Field of study: Biology

    Citation and reuse

    Statement of Responsibility

    by Emily Richter

    Machine-readable links